DI-UMONS : Dépôt institutionnel de l’université de Mons

Recherche transversale
(titres de publication, de périodique et noms de colloque inclus)
2021-09-14 - Colloque/Présentation - communication orale - Anglais - page(s)

Mengue Topio Hursula, Duroisin Natacha , "Spatial perspective taking in children: The effect of oblique orientation" in International Conference on Spatial Cognition, Rome, Italie, 2021

  • Codes CREF : Mathématiques (DI1100), Psychologie du développement age adulte (DI4235), Psychologie de l'adolescence (DI4257), Neurosciences cognitives (DI4296), Enseignement des sciences (DI0130), Pédagogie expérimentale (DI4612), Pédagogie (DI4610), Psychologie cognitive (DI4211), Psychologie scolaire (DI4256), Didactique (DI4616)
  • Unités de recherche UMONS : Formation des Enseignants (B101)
  • Instituts UMONS : Institut de Recherche sur les Systèmes Complexes (Complexys), Institut de Recherche en Développement Humain et des Organisations (HumanOrg)

Abstract(s) :

(Anglais) This developmental study explores the effect of oblique orientation on spatial perspectives taking (SPT) in children between 5 and 9 years olds. SPT is the ability to represent how an object or array of objects looks from other viewpoint and has been studied in developmental psychology since Piaget’s Three Mountains task (Piaget and Inhelder, 1956).Most studies have assessed SPT by asking children to to look at a model layout of objects and to judge how an observer would see this layout from different angles (0 °, 90 °, 180 °, 270). The focus of the current study is to assess the effect of non-canonical orientations such as oblique (45 °, 135 °, 225°) in spatial reasoning in children. Using a playful (Animals and guardians of zoo have taken pictures) and increasingly complex learning situation (3 Spatial orientations, 16 animals, an internal and external point of view of the zoo)we examine the integration of different spatial orientations (front-to-back, left-right, oblique) during spatial reasoning in children aged 5 to 9 years. The results show a low number of errors and stable performance of children aged 7 to 9, regardless of the spatial orientation studied. In contrast, children aged 5 and 6 make more errors in judgment, especially for oblique orientation compared to other orientations (Anova chi2 (2, N = 95) = 13,5, p < 0.001). These results suggest a different sensitivity, depending on the age of the participants, to the characteristics of the tasks assessing spatial perspectives taking.