Children's Use of Allocentric Cues in Visually- and Memory-Guided Reach Space

Autor/inn/en	Cordova, Alberto; Gabbard, Carl
Titel	Children's Use of Allocentric Cues in Visually- and Memory-Guided Reach Space
Quelle	In: International Journal of Behavioral Development, 36 (2012) 2, S.93-98 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025411426681
Schlagwörter	Cues; Vision; Theories; Statistical Analysis; Age Differences; Young Adults; Comparative Analysis; Cognitive Processes; Models; Memory; Accuracy; Handedness; Human Body; Task Analysis; Spatial Ability; Computer Uses in Education; Children; Elementary School Students + Suchen Sie Ihr Suchwort? Stichwort; Theory; Theorie; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Young adult; Junger Erwachsener; Cognitive process; Kognitiver Prozess; Analogiemodell; Gedächtnis; Linkshändigkeit; Menschlicher Körper; Aufgabenanalyse; Räumliches Vorstellungsvermögen; Computernutzung; Child; Kind; Kinder
Abstract	Theory suggests that the vision-for-perception and vision-for-action processing streams operate under very different temporal constraints (Glover, 2004; Goodale, Jackobson, & Keillor, 1994; Graham, Bradshaw, & Davis, 1998; Hu, Eagleson, & Goodale, 1999). With the present study, children and young adults were asked to estimate how far a cued target was from a response target in immediate and response-delay conditions. Based on maximum reach of each participant, target locations in peripersonal and extrapersonal space were created. ANOVA results for accuracy indicated differences between Age within Condition and Space. Overall, adults were more accurate than children. Analysis revealed that with delays of superior or equal to 2 s, performance affected all groups, but most notably the 5- and 7-year-olds. In summary, these findings suggest that young children have greater difficulty processing allocentric cues in the context of reach in delay paradigms. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10