Distance estimates of children as a function of acquisition and response activities
Abstract
Second and sixth graders (8 and 12 years of age, respectively) experienced a large-scale environment either actively or passively followed by a distance estimation task requiring either active or passive activity. Second graders were most accurate in those conditions where acquisition and response activities were congruent. These children significantly overestimated distances in the passive acquisition-active response condition. Sixth graders were equally accurate across all four experimental conditions. Results are discussed in terms of the complex interaction between acquisition factors and task demands which influence interpretations about spatial representations. © 1980.
Publication Title
Journal of Experimental Child Psychology
Recommended Citation
Cohen, R., Weatherford, D., & Byrd, D. (1980). Distance estimates of children as a function of acquisition and response activities. Journal of Experimental Child Psychology, 30 (3), 464-472. https://doi.org/10.1016/0022-0965(80)90051-X
