TY - JOUR
T1 - Visual Perspective Taking in Children
T2 - Further Ramifications of an Information-Processing Model
AU - Rosser, Rosemary A.
AU - Ensing, Sally Stevens
AU - Mazzeo, John
AU - Horan, Patricia F.
N1 - Funding Information:
This research was supported in part by Grant No. NIE-6-79-0091f rom the National Institute of Education. Requests for reprints should be sent to Rosemary A. Rosser, Department of Educational Psychology, University of Arizona, Tucson, A 2 85721.
PY - 1985/9
Y1 - 1985/9
N2 - Forty children between ages 6 and 8 were administered a set of spatial perspective tasks. On half of the items, children responded by rotating a duplicate of the target display; on the remainder, children reconstructed the displays to correspond to a perspective view. The displays differed as to whether they contained marked or unmarked objects. On the basis of an information-processing analysis of these tasks, we predicted that the response-type variables and stimulus variables would interact in known ways. Analysis of variance results revealed a good fit with the hypothesized outcomes. Main effects were detected for age, which favored older children, and for display, which favored unmarked objects; the rotation task proved easier. Significant interactions revealed that task demands increasing task difficulty were more problematic in the construction task than in the rotation task, as predicted.
AB - Forty children between ages 6 and 8 were administered a set of spatial perspective tasks. On half of the items, children responded by rotating a duplicate of the target display; on the remainder, children reconstructed the displays to correspond to a perspective view. The displays differed as to whether they contained marked or unmarked objects. On the basis of an information-processing analysis of these tasks, we predicted that the response-type variables and stimulus variables would interact in known ways. Analysis of variance results revealed a good fit with the hypothesized outcomes. Main effects were detected for age, which favored older children, and for display, which favored unmarked objects; the rotation task proved easier. Significant interactions revealed that task demands increasing task difficulty were more problematic in the construction task than in the rotation task, as predicted.
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U2 - 10.1080/00221325.1985.9914466
DO - 10.1080/00221325.1985.9914466
M3 - Article
C2 - 3834043
AN - SCOPUS:0022124223
SN - 0022-1325
VL - 146
SP - 379
EP - 387
JO - Journal of Genetic Psychology
JF - Journal of Genetic Psychology
IS - 3
ER -