The development of spatial perspective in the description of large-scale environments
The development of spatial perspective in the description of large-scale environments. In G. Stam, & M. Ishino (Eds.
), Integrating Gestures: The interdisciplinary nature of gesture
(pp. 175-186). Amsterdam: John Benjamins Publishing Company.
This research investigated developmental changes in children’s representations of large-scale environments as reflected in spontaneous gestures and speech produced during route descriptions Four-, five-, and six-year-olds (N = 122) described the route from their nursery school to their own homes. Analysis of the children’s gestures showed that some 5- and 6-year-olds produced gestures that represented survey mapping, and they were categorized as a survey group. Children who did not produce such gestures were categorized as a route group. A comparison of the two groups revealed no significant differences in speech indices, with the exception that the survey group showed significantly fewer right/left terms. As for gesture, the survey group produced more gestures than the route group. These results imply that an initial form of survey-map representation is acquired beginning at late preschool age.