scholarly journals Developmental differences in children’s and adults’ use of geometric information in map-reading tasks

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243845
Author(s):  
Yenny Otálora ◽  
Hernando Taborda-Osorio
Keyword(s):  
Euclidean Geometry ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Early Age ◽  
Geometric Information ◽  
Vector Length ◽  
Map Reading ◽  
Completion Task ◽  
Object Relationships

Using maps effectively requires the ability to scale distances while preserving angle and orientation, the three properties of Euclidean geometry. The aim of the current study was twofold: first, to examine how the ability to represent and use these Euclidean properties changes with development when scaling maps in object-to-object relationships and, second, to explore the effects on the scaling performance of two variables of the array of objects, type of angular configuration and relative vector length. To this end, we tested seventy-five 4-, 6-, and 8-year-old children, as well as twenty-five adults, in a simple completion task with different linear and triangular configurations of objects. This study revealed important developmental changes between 4 and 6 years of age and between 8 years of age and adulthood for both distance and angle representation, while it also showed that the configuration variables affected younger and older children’s performances in different ways when scaling distances and preserving angles and orientation. This study was instrumental in showing that, from an early age, children are able to exploit an intrinsic system of reference to scale geometrical configurations of objects.

scholarly journals The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning

2021 ◽  
Author(s):  
Gökhan Gönül ◽  
Nike Tsalas ◽  
Markus Paulus
Keyword(s):  
Time Allocation ◽  
Time Pressure ◽  
Self Regulation ◽  
Age Groups ◽  
Study Time ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Metacognitive Control ◽  
Metacognitive Cues ◽  
Study Time Allocation

AbstractThe effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds.

Individual Change in Perceived Control over 20 Years

1993 ◽  
Vol 16 (2) ◽  
pp. 305-322 ◽  
Author(s):  
Margaret Gatz ◽  
Michele J. Karel
Keyword(s):  
Older Adults ◽  
Perceived Control ◽  
Middle Age ◽  
Cohort Effect ◽  
Personal Control ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Individual Change ◽  
Cross Sectional ◽  
Historical Reality

Perceptions of personal control were studied in 1267 individuals who represented four generations of families participating in a large longitudinal study spanning 1971 to 1991. Cross-sectional, longitudinal, and sequential analytic strategies were employed. Over 20 years, mean levels of personal control became more internal in the 560 respondents who participated at all four times of measurement, probably as a reflection of contextual factors in the culture. Developmental changes toward greater internality were indicated for young adults as they progressed into middle age. Cross-sectional differences in middle-aged and older adults did not appear to represent developmental differences. The oldest generation of women was consistently the most external subgroup, suggesting a cohort effect reflective of their socio-historical reality.

Transformation of the incomplete figure in young children

2013 ◽  
Vol 38 (1) ◽  
pp. 23-32
Author(s):  
Mitsuru Noda
Keyword(s):  
Correct Response ◽  
Developmental Changes ◽  
Sensitive Information ◽  
Rotation Effect ◽  
Geometric Figures ◽  
Geometric Conditions ◽  
Completion Task ◽  
Two Factors ◽  
Feature Information ◽  
Contour Information

This study aims to examine the developmental changes in young children’s perception. A matching completion task consisting of three geometric figures and one bird-like figure were completed by children 3–5 years of age ( N = 99). The rotation effect, in which the correct response decreased with orientation (45°, 90° 135°, and 180°), was confirmed, except in one of the geometric conditions. We found that two factors were needed for a child to perform the bird-like completion task: clarification of the reference to each stimulus and awareness of the turning orientation. These studies suggest that the children processed the contour and feature information individually, and that the contour information was processed earlier than the feature information. We derived three criteria for sensitive information to resolve the task, contact, contour, and left-right. Findings are discussed with regard to the reference action and the part-whole relationship.

scholarly journals Developmental Changes in Map-Reading Skills

1979 ◽  
Vol 50 (3) ◽  
pp. 691 ◽  
Author(s):  
Neil Bluestein ◽  
Linda Acredolo
Keyword(s):  
Reading Skills ◽  
Developmental Changes ◽  
Map Reading

Developmental Changes in Attitudes toward Cigarette Smokers during Early Adolescence

1983 ◽  
Vol 53 (2) ◽  
pp. 547-553 ◽  
Author(s):  
Elizabeth M. Botvin ◽  
Gilbert J. Botvin ◽  
Eli Baker
Keyword(s):  
Cigarette Smoking ◽  
Early Adolescence ◽  
Smoking Status ◽  
Eighth Graders ◽  
Sixth Grade ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Social Image ◽  
Positive Attitudes ◽  
The Many

Attitudes of 104 sixth, 137 seventh, and 110 eighth graders concerning the social image of cigarette smoking were examined to identify potential developmental differences. Significant differences were found between the attitudes of sixth, seventh, and eighth graders; sixth graders had the least positive attitudes and the eighth graders the most positive attitudes. A significant interaction of sex × grade was also evident; the sixth grade boys had the least favorable attitudes toward smokers. No significant differences were evident between students who had friends who smoke and those who did not. These findings suggest that, in addition to the many other developmental changes occurring during early adolescence, there is a shift toward a more positive social image of cigarette smoking that is unrelated to the smoking status of friends.

scholarly journals Developmental changes in children's comprehension and explanation of spatial metaphors for time

2012 ◽  
Vol 40 (5) ◽  
pp. 1123-1137 ◽  
Author(s):  
LAUREN J. STITES ◽  
ŞEYDA ÖZÇALIŞKAN
Keyword(s):  
Time Sequence ◽  
Developmental Changes ◽  
Early Age ◽  
Abstract Concept ◽  
Spatial Motion ◽  
Metaphor Comprehension ◽  
Spatial Metaphors ◽  
Bodily Experiences

ABSTRACTTime is frequently expressed with spatial motion, using one of three different metaphor types: moving-time, moving-ego, and sequence-as-position. Previous work shows that children can understand and explain moving-time metaphors by age five (Özçalışkan, 2005). In this study, we focus on all three metaphor types for time, and ask whether metaphor type has an effect on children's metaphor comprehension and explanation abilities. Analysis of the responses of three- to six-year-old children and adults showed that comprehension and explanation of all three metaphor types emerge at an early age. Moreover, children's metaphor comprehension and explanation vary by metaphor type: children perform better in understanding and explaining metaphors that structure time in relation to the observer of time (moving-ego, moving-time) than metaphors that structure time without any relation to the observer of time (sequence-as-position-on-a-path). Our findings suggest that children's bodily experiences might play a role in their developing understanding of the abstract concept of time.

Segmental production in Mandarin-learning infants

2009 ◽  
Vol 37 (2) ◽  
pp. 341-371 ◽  
Author(s):  
LI-MEI CHEN ◽  
RAYMOND D. KENT
Keyword(s):  
Early Development ◽  
Developmental Changes ◽  
Early Age ◽  
Vowel Production ◽  
Specific Effects ◽  
Early Appearance ◽  
Ambient Language ◽  
Adult Model ◽  
High Vowels ◽  
First Words

ABSTRACTThe early development of vocalic and consonantal production in Mandarin-learning infants was studied at the transition from babbling to producing first words. Spontaneous vocalizations were recorded for 24 infants grouped by age: G1 (0 ; 7 to 1 ; 0) and G2 (1 ; 1 to 1 ; 6). Additionally, the infant-directed speech of 24 caregivers was recorded during natural infant–adult interactions to infer language-specific effects. Data were phonetically transcribed according to broad categories of vowels and consonants. Vocalic development, in comparison with reports for children of other linguistic environments, exhibited two universal patterns: the prominence of [ɛ] and [ə], and the predominance of low and mid vowels over high vowels. Language-specific patterns were also found, e.g. the early appearance and acquisition of low vowels [ɑ]. Vowel production was similar in G1 and G2, and a continuum of developmental changes brought infants' vocalization closer to the adult model. Consonantal development showed two universal patterns: labials and alveolars occurred more frequently than velars; and nasals developed earlier than fricatives, affricates and liquids. We also found two language-specific patterns: alveolars were more prominent than labials and affricates developed early. Universal and language-specific characteristics in G1 continued to be prominent in G2. These data indicate that infants are sensitive to the ambient language at an early age, and this sensitivity influences the nature of their vocalizations.

Developmental Differences in Vowel Duration in Open and Closed Syllables

1993 ◽  
Vol 77 (2) ◽  
pp. 471-481 ◽  
Author(s):  
Mark E. Lehman
Keyword(s):  
Context Effect ◽  
Age Groups ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Vowel Duration ◽  
Developmental Effects

Vowel duration in open and closed syllables was investigated in groups of ten normal 5-, 8-, and 10-year-old children, and adults. Productions of three syllables (bee, bead, beet), analyzed acoustically for vowel duration, indicated that for all age groups, mean vowel durations for “bee” and “bead” were significantly different from “beet” but were not different from each other. Developmental effects were noted in mean and variability of vowel duration. In addition, a context effect was observed, with adult-like values for both mean and variability obtained at an earlier age for “beet” than for “bee” and “bead.” These results suggest that both phonemic and phonetic factors are important in accounting for developmental changes in mean and variability of vowel duration.

scholarly journals Children's production of verb-phrase anaphora in a spoken task

2008 ◽  
Vol 36 (2) ◽  
pp. 449-470 ◽  
Author(s):  
MORAG L. DONALDSON ◽  
LYNN S. M. COOPER
Keyword(s):  
Presentation Order ◽  
Developmental Changes ◽  
Sentence Completion ◽  
Syntactic Priming ◽  
Priming Effects ◽  
Verb Phrase ◽  
Completion Task

ABSTRACTTo investigate the influence of semantic/pragmatic variables on children's production of verb-phrase anaphora (VPA), a spoken sentence completion task (e.g. John is throwing a ball and … Mary is too) was administered to four-, seven- and ten-year-olds. The frequency of VPA production was affected by whether the two clauses had the same or different polarity and by whether the actions were portrayed as simultaneous or sequential. These effects interacted in complex ways with age and with the presentation order of the polarity types. We speculate that developmental changes in the influence of semantic/pragmatic factors may be linked to increases with age in the strength of syntactic priming effects.

Developmental Differences in the Accuracy of Reporting the Causal Determinants of Behaviour

1990 ◽  
Vol 13 (2) ◽  
pp. 251-262
Author(s):  
Tracy Schrans ◽  
Janet F. Werker ◽  
Richard E. Brown
Keyword(s):  
Developmental Change ◽  
Causal Attribution ◽  
A Priori ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Older Children ◽  
Causal Theories

Previous research has indicated that adults often show little accuracy in reporting the causal determinants of their behaviour, and instead rely on a priori causal theories or schemes for explaining their actions. Although this has been interpreted as indicating a deficit in introspective awareness, alternative interpretations have also been suggested. The present research was designed to assess the adequacy of this and alternative interpretations by exploring whether there are developmental changes in the accuracy of reporting. To explore this question, children aged 3, 5, and 7 years were tested on two liking-judgement tasks, one of which assessed accuracy of reporting the variables influencing liking judgements. Results indicated that younger children do not make the same types of errors as older children and adults, and that younger children can more accurately report the actual variables determining their judgements. These results are discussed with reference to the meaning of the observed developmental change, and to the validity of the various possible explanations for causal attribution errors.

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