Visual Perspective Taking in Children: Further Ramifications of an Information-Processing Model

Rosemary A. Rosser, Sally Stevens Ensing, John Mazzeo, Patricia F. Horan

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)379-387
Number of pages9
JournalJournal of Genetic Psychology
Volume146
Issue number3
DOIs
StatePublished - Sep 1985

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ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Life-span and Life-course Studies

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