St Andrews Research Repository

St Andrews University Home
View Item 
  •   St Andrews Research Repository
  • Psychology & Neuroscience (School of)
  • Psychology & Neuroscience
  • Psychology & Neuroscience Theses
  • View Item
  •   St Andrews Research Repository
  • Psychology & Neuroscience (School of)
  • Psychology & Neuroscience
  • Psychology & Neuroscience Theses
  • View Item
  •   St Andrews Research Repository
  • Psychology & Neuroscience (School of)
  • Psychology & Neuroscience
  • Psychology & Neuroscience Theses
  • View Item
  • Login
JavaScript is disabled for your browser. Some features of this site may not work without it.

The development of spatial knowledge and orientation

Thumbnail
View/Open
AlisonMConningPhDThesis.pdf (34.36Mb)
Date
1985
Author
Conning, Alison M.
Supervisor
Byrne, Richard William
Funder
Science Research Council (Great Britain)
Metadata
Show full item record
Altmetrics Handle Statistics
Abstract
This thesis describes a series of experiments which investigate preschool children's spatial abilities. To overcome the problems of extrapolating from traditional laboratory task to abilities in the real world, the children were tested in 'natural' environments, such as buildings and streets, and which were large-scale, that is, they could not be viewed in their entirety from one position but instead had to be constructed from successive views. The measure of spatial knowledge chosen was direction estimation, a task which has been successfully used by other authors with older subjects, and which avoids the problems of interpretation and comprehension inherent in more traditional methods of investigating spatial representation such as map drawing and model building. The findings are discussed in relation to Piaget's distinction between topological and Euclidean spatial knowledge (Piaget et al. 1960; Piaget and Inhelder 1967; Piaget 1977), but traditionally used interpretations of his theory are avoided (e.g. Siegel and White 1975) as being based upon methodologically problematical experimentation. The results are interpreted in terms of Byrne's (1979, 1982) network-map/vector-map theory of spatial knowledge, which has only previously been applied to adults. It was found that preschool children can show both network-map knowledge (topological), and vector-map knowledge (Euclidean). Piaget's stage theory of development is inappropriate as within the age and ability range tested here, the type of spatial knowledge shown was more dependent upon qualities of the environment than of the child. Preschool children are most likely to show vector-map knowledge in small, over-learned, and actively explored environments than in larger passively explored but familiar environments, and lastly in novel large environments. Preschool children's network-map knowledge, built up by walking in natural environments, is coded in one direction only; and two separately learned but overlapping routes are encoded as an integrated network.
Type
Thesis, PhD Doctor of Philosophy
Collections
  • Psychology & Neuroscience Theses
URI
http://hdl.handle.net/10023/15145

Items in the St Andrews Research Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

Advanced Search

Browse

All of RepositoryCommunities & CollectionsBy Issue DateNamesTitlesSubjectsClassificationTypeFunderThis CollectionBy Issue DateNamesTitlesSubjectsClassificationTypeFunder

My Account

Login

Open Access

To find out how you can benefit from open access to research, see our library web pages and Open Access blog. For open access help contact: openaccess@st-andrews.ac.uk.

Accessibility

Read our Accessibility statement.

How to submit research papers

The full text of research papers can be submitted to the repository via Pure, the University's research information system. For help see our guide: How to deposit in Pure.

Electronic thesis deposit

Help with deposit.

Repository help

For repository help contact: Digital-Repository@st-andrews.ac.uk.

Give Feedback

Cookie policy

This site may use cookies. Please see Terms and Conditions.

Usage statistics

COUNTER-compliant statistics on downloads from the repository are available from the IRUS-UK Service. Contact us for information.

© University of St Andrews Library

University of St Andrews is a charity registered in Scotland, No SC013532.

  • Facebook
  • Twitter