THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION.

This research investigated the precision with which spatial information can be maintained in memory and reproduced as well as factors which may effect these emerging abilities. To study this, ten males and ten females in each of first, third, fifth, and seventh grades participated in three drawing t...

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Main Author: GLIDER, PEGGY.
Language:en
Published: The University of Arizona. 1986
Subjects:
Online Access:http://hdl.handle.net/10150/183953
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spelling ndltd-arizona.edu-oai-arizona.openrepository.com-10150-1839532015-10-23T04:28:52Z THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION. GLIDER, PEGGY. Space perception in children. Perceptual-motor learning. Sex differences (Psychology) in children. This research investigated the precision with which spatial information can be maintained in memory and reproduced as well as factors which may effect these emerging abilities. To study this, ten males and ten females in each of first, third, fifth, and seventh grades participated in three drawing tasks under two conditions (match and recall). The tasks involved the presentation of a 4" straight line or a 2" x 2" right angle drawn on an 8" white disc. Subjects were asked to draw a line exactly the same size and in the same place (static), after an imagined rotation, or after an imagined bending or unbending of the line (transformation) on an 1" white disc. Several mixed design analyses of variance with repeated measures on the task variables were run. First graders made significantly more errors than all other subjects. Third and fifth graders differed little and both performed significantly less accurately than seventh graders. Performance on the rotation task and the transformation task did not differ significantly with performance on both yielding more error than performance on the static task. The match condition generally proved easier than the recall condition, straight lines led to less error than bent lines, and orientation information was more accurately preserved than metric information. The requirements of the task, i.e., no change, change in position, or a change in form, interacted with both the stimulus type and the type of information preserved. Grade level also interacted significantly with task and stimulus type. When determining how spatial abilities emerge and the accuracy with which spatial information can be dealt, task demands, stimulus characteristics, and type of information being measured must be considered along with the developmental changes. 1986 text Dissertation-Reproduction (electronic) http://hdl.handle.net/10150/183953 698212457 8704769 en Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. The University of Arizona.
collection NDLTD
language en
sources NDLTD
topic Space perception in children.
Perceptual-motor learning.
Sex differences (Psychology) in children.
spellingShingle Space perception in children.
Perceptual-motor learning.
Sex differences (Psychology) in children.
GLIDER, PEGGY.
THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION.
description This research investigated the precision with which spatial information can be maintained in memory and reproduced as well as factors which may effect these emerging abilities. To study this, ten males and ten females in each of first, third, fifth, and seventh grades participated in three drawing tasks under two conditions (match and recall). The tasks involved the presentation of a 4" straight line or a 2" x 2" right angle drawn on an 8" white disc. Subjects were asked to draw a line exactly the same size and in the same place (static), after an imagined rotation, or after an imagined bending or unbending of the line (transformation) on an 1" white disc. Several mixed design analyses of variance with repeated measures on the task variables were run. First graders made significantly more errors than all other subjects. Third and fifth graders differed little and both performed significantly less accurately than seventh graders. Performance on the rotation task and the transformation task did not differ significantly with performance on both yielding more error than performance on the static task. The match condition generally proved easier than the recall condition, straight lines led to less error than bent lines, and orientation information was more accurately preserved than metric information. The requirements of the task, i.e., no change, change in position, or a change in form, interacted with both the stimulus type and the type of information preserved. Grade level also interacted significantly with task and stimulus type. When determining how spatial abilities emerge and the accuracy with which spatial information can be dealt, task demands, stimulus characteristics, and type of information being measured must be considered along with the developmental changes.
author GLIDER, PEGGY.
author_facet GLIDER, PEGGY.
author_sort GLIDER, PEGGY.
title THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION.
title_short THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION.
title_full THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION.
title_fullStr THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION.
title_full_unstemmed THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES: A QUESTION OF GEOMETRIC PRECISION.
title_sort emergence of children's spatial abilities: a question of geometric precision.
publisher The University of Arizona.
publishDate 1986
url http://hdl.handle.net/10150/183953
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