Preschoolers' Understanding of Plan and Oblique Maps: The Role of Geometric and Representational Correspondence

Lynn S. Liben, Candice A. Yekel

Research output: Contribution to journalArticle

64 Scopus citations

Abstract

To study conditions that affect preschoolers' understanding of maps, we asked 4-and 5-year-olds to place stickers on classroom maps to show locations of objects currently in view. Varied were vantage point (eye level vs. raised oblique), map form (plan vs. oblique), and item type (floor vs. furniture locations). Even though they were working with maps of a familiar referent space, preschoolers evidenced difficulty. While an oblique vantage point did not enhance performance, using the oblique map first aided subsequent performance on the plan map. As predicted, performance on floor locations was worse than on furniture locations. Findings are discussed in relation to performance by adults given the mapping task and preschoolers given a nonreferential sticker placement task. Data suggest the importance of (a) iconicity and (b) studying geometric as well as representational correspondences in map research.

Original languageEnglish (US)
Pages (from-to)2780-2796
Number of pages17
JournalChild development
Volume67
Issue number6
DOIs
StatePublished - Dec 1996

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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