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|a Ives, S. William.
|0 http://id.loc.gov/authorities/names/n80071164
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|a Children's Ability to Coordinate Spatial Perspectives Through Linguistic Descriptions /
|c S. William Ives.
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1977.
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|a 20 pages
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|a text
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|a Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
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|a Contract Number: NIE-G-00-3-0169.
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|a ERIC Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (New Orleans, Louisiana, March 17-20, 1977).
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|a In this study, two rival accounts of the mental operations used to solve Piaget's three-mountain perspective task are tested. One hypothesis is that if children use some form of mental rotation through anticipatory imagery, scores should improve as the angle of separation between the child and the other viewer is decreased. A second hypothesis is that if children simply construct a linguistic description of the view adjacent to the other viewer, scores should instead reflect the complexity of the linguistic description of the other's view. In addition, if a linguistic strategy is used, a linguistic response mode should optimize correct responses; if an imagery solution is employed, a non-linguistic response mode would presumably be more appropriate. A total of 120 children in grades K, 2 and 4 were asked to identify another's view either verbally or by picture selection. Results indicate that the verbal response mode leads to substantially more correct responses (82% vs. 45%) and has a minimum of egocentric errors (4% vs. 38%). Correct responses in both verbal and pictorial modes are shown to increase as a function of the linguistic complexity, not the angle of separation. It is suggested that the egocentric perspective errors noted by Piaget can be seen as the by-product of a non-linguistic response mode which does not map onto the linguistic mental operations typically used to solve the task. Spatial egocentrism emerges as a function of one particular mode of response (pictorial) rather than as a general characteristic of pre-operational thought. Analogously, perspective taking seems better described as the handling of increasingly complex linguistic descriptions rather than as a simple "present/absent" phenomenon. (Author/MS)
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|a Cognitive Processes.
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|a Egocentrism.
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|a Elementary Education.
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|a Language Acquisition.
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|a Learning Processes.
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