Psychological Development and Education ›› 2011, Vol. 27 ›› Issue (1): 9-16.

Previous Articles     Next Articles

The Effect of Geometrical Cues’Directness and Salience on Children’s Reorientation for Rhombic Plane

ZHOU Chan, HU Qing-fen   

  1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
  • Online:2011-01-15 Published:2011-01-15

PDF (PC)

Abstract: To study the effects of geometrical cue directness and geometrical cue salience on 5 year old childrensreorientation for rhombic plane,25 children aged 5 years were tested in a 2×3 two-factor in-subjects design research using rhombic planes with colored border or corner.The results we found are following:(1)Diagonal errors were prominently more than concolorous errors in the trials of corner position,but prominently less in the trails of border position.(2)Children searched the geometrically appropriate places prominently more in the trials of corner position than in those of border position.(3)In the trails of corner position,the times of geometry appropriate searches decreased with the increase of the acute angle.(4)The effects of geometrical cue directness and geometrical cue salience were not significant on the times of color appropriate searches.The results suggest that the directness and salience of geometrical cues really affect on children's reorientation,at least in small,rhombic planes.

Key words: geometric priority, directness of geometrical cue, salience of geometrical cue, rhombic plane, children

CLC Number: 

  • B844.1
[1] Cheng,K.(1986).A purely geometric module in the rat's spatial representation.Cognition,23,149-178.
[2] Gouteux,S.,Vauclair,J.,&Thinus-Blanc,C.(2001).Reorienta-tion in a small-scale environment by 3-,4-,and 5-year-old children.Cognitive Development,16,853-869.
[3] Hermer,L.,&Spelke,E.(1994).A geometric process for spatial reorientation in young children.Nature,370(6484),57-59.
[4] Hermer,L.,&Spelke,E.(1996).Modularity and development:the case of spatial reorientation.Cognition,61,195-232.
[5] Hermer,L.,Spelke,E.,&Katsnelson,A.(1999).Sources of Flexibility in human cognition:dual-task studies of space and language. Cognitive Psychology,1999,3-36.
[6] Hupbach,A.,&Nadel,L.(2005).Reorientation in a rhombic environment:No evidence for an encapsulated geometric module.Cognitive Development,20,279-302.
[7] Huttenlocher,J.,&Vasilyeva,M.(2003).How toddlers represent enclosed spaces.Cognitive Science,27,749-766.
[8] Learmonth,A.E.,Newcombe,N.S.,&Huttenlocher,J.(2001).Toddlers-use of metric information and landmarks to reorient.Journal of Experimental Child Psychology,80,225-244.
[9] Learmonth,A.E.,Nadel,L.,&Newcombe,N.S.(2002).Children's Use of Landmarks:Implications for Modularity Theory.Psychological Science,13,337-341.
[10] Learmonth,A.E.,Newcombe,N.S.,Sheridan,N.,&Jones,M.(2008).Why size counts:Children-s spatial reorientation in large and small enclosures.Developmental Science,11,414-426.
[11] Lee,S.A.,&Spelke,E.(2008).Children's Use of Geometry for Reorientation.Developmental science,11,743-749.
[12] Lourenco,S.,&Huttenlocher,J.(2006).How do young children determine location?Evidence from disorientation tasks.Cognition,100,511-529.
[13] Ratliff,K.,&Newcombe,N.S.(2008).Is language necessary for human spatial reorientation?Reconsidering evidence from dual task paradigms.Cognitive psychology,56,142-163.
[14] 李富洪,孙弘进,李红,曹碧华,邬德利.(2008).几何模块论的局限性——来自梯形实验的证据.心理学报,40,175-183.
[15] 邬德利.(2007).儿童空间再定向几何模块论及其修正.硕士学位论文.西南大学.
[16] 邬德利,李富洪,孙弘进,李红.(2007).儿童空间再定向的几何模块论及其局限.心理科学进展,15,319-325.
[1] CHU Yue, LIU Xiping, XU Hui, TANG Weihai. Developmental Characteristics of Socially Shared Retrieval-induced Forgetting in Children [J]. Psychological Development and Education, 2024, 40(2): 153-159.
[2] LIU Yanchun, DENG Yuting, ZHANG Xi. Sharing Behavior towards Different Recipients in Children with Intellectual Disabilities: The Role of Theory of Mind [J]. Psychological Development and Education, 2024, 40(2): 160-168.
[3] LIANG Dandan, YAN Xiaomin, GE Zhilin. The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues [J]. Psychological Development and Education, 2024, 40(2): 169-175.
[4] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[5] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
[6] ZHAO Jingwei, CHEN Xiaoxu, REN Liwen, GENG Zhe, XU Fuzhen. Parental Psychological Control and Children’s Anxiety: A Moderated Mediating Model [J]. Psychological Development and Education, 2024, 40(1): 93-102.
[7] ZHU Naping, LIU Yanling, XIONG Hongmei, ZHAO Pan. Justice Comes Sooner or Later: The Development Characteristics of Children’s Fair Normative Executive Behavior in Different Resource Allocation Situations [J]. Psychological Development and Education, 2023, 39(6): 772-780.
[8] GAO Zihui, JIAO Yu, WANG Xi, LIU Xiaocen. The Influence of Dynamic and Static Text Presentation of Electronic Picture Books on Children’s Reading Experience and Learning Effect [J]. Psychological Development and Education, 2023, 39(6): 817-824.
[9] REN Liwen, MA Yuanchi, ZHANG Qingyao, ZHANG Lingling, XU Fuzhen. Reciprocal Relations between Parental Psychological Control and Children's School Adjustment: A Cross-lagged Analysis [J]. Psychological Development and Education, 2023, 39(5): 635-644.
[10] WANG Yingjie, LUAN Jinxin, LI Yan. The Relationship between Maternal Parenting Stress and Preschool Children's Anxiety: The Mediating Effect of Mother-child Conflict and the Moderating Effect of Maternal Mindfulness [J]. Psychological Development and Education, 2023, 39(5): 702-709.
[11] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[12] YIN Xiaolan, ZHOU Lujun, ZHU Cuiying. The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction [J]. Psychological Development and Education, 2023, 39(4): 497-504.
[13] JIN Xing, LIU Jinghong, MA Yue, YU Zhanyu. A Comparative Study on the Attentional Blink of Body Expression between Deaf and Normal Children [J]. Psychological Development and Education, 2023, 39(3): 305-312.
[14] ZHAO Xian, WANG Zhihang, WANG Dongfang, YUAN Yanyun, YIN Xiayun, LI Zhihua. Developmental Trajectory of Prosocial Behavior in Impoverished Children during Early Adolescence: The Effects of Gender and Parenting Style Heterogeneity [J]. Psychological Development and Education, 2023, 39(3): 323-332.
[15] LIU Shuang, LI Mei, FENG Xiaohang, ZHANG Xiangkui. A Longitudinal Study of Mastery Motivation and Competence in Early Childhood: The Moderating Effects of Types of Task and Temperament [J]. Psychological Development and Education, 2023, 39(2): 161-172.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd