Effect of Cognitive Style on Topographical Learning Across Life Span: Insights From Normal Development.
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| Title: | Effect of Cognitive Style on Topographical Learning Across Life Span: Insights From Normal Development. |
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| Authors: | Boccia, Maddalena (AUTHOR), Vecchione, Francesca (AUTHOR), Di Vita, Antonella (AUTHOR), D'Amico, Simonetta (AUTHOR), Guariglia, Cecilia (AUTHOR), Piccardi, Laura (AUTHOR) |
| Source: | Child Development. Mar/Apr2019, Vol. 90 Issue 2, p462-470. 9p. 1 Chart, 2 Graphs. |
| Subjects: | Cognitive styles, Life spans, Cognition in adolescence, Young adult psychology, Field dependence (Psychology), Spatial ability, Child development research, Psychological aspects of aging, Reference values, Sensory perception, Problem solving, Personality, Space perception, Thought & thinking |
| Geographic Terms: | Italy |
| Abstract: | Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence-independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence-independence on topographical learning (TL) across the life span: 195 individuals, including 54 healthy young-adults (age-range = 20-30), 46 teenagers (age-range = 11-14), and 95 children (age-range = 6-9) participated in this study. Field dependence-independence interacted with age in predicting TL. Also during childhood higher field independence was associated with better performances but not later in the life, that is, during adolescence and adulthood. This result suggests that field dependence-independence may have a role in fostering the acquisition of TL. [ABSTRACT FROM AUTHOR] |
| Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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