TY - JOUR
T1 - Filling the gap on developmental change
T2 - Tests of a dynamic field theory of spatial cognition
AU - Schutte, Anne R.
AU - Spencer, John P.
N1 - Funding Information:
This research was funded by the National Institute of Mental Health (NIMH) F31 MH066595 and the Eunice Kennedy Shriver National Institute of Children’s Health and Human Development (NICHD) R03 HD053359 awarded to Anne Schutte, and by the National Science Foundation (NSF) HSD 0527698 awarded to John P. Spencer.
PY - 2010
Y1 - 2010
N2 - In early childhood, there is a developmental transition in spatial memory biases. Before the transition, children's memory responses are biased toward the midline of a space, while after the transition responses are biased away from midline. The Dynamic Field Theory (DFT) posits that changes in neural interaction and changes in how children perceive frames of reference underlie the transition. Here, we tested a prediction of the DFT that children younger than the transitional age would show the more advanced developmental pattern when tested with a perceptually salient midline axis. Four age groups (3 years, 6 months; 3 years, 8 months; 4 years; and 5 years) were tested at targets near midline. As predicted, children's responses were biased away from midline.
AB - In early childhood, there is a developmental transition in spatial memory biases. Before the transition, children's memory responses are biased toward the midline of a space, while after the transition responses are biased away from midline. The Dynamic Field Theory (DFT) posits that changes in neural interaction and changes in how children perceive frames of reference underlie the transition. Here, we tested a prediction of the DFT that children younger than the transitional age would show the more advanced developmental pattern when tested with a perceptually salient midline axis. Four age groups (3 years, 6 months; 3 years, 8 months; 4 years; and 5 years) were tested at targets near midline. As predicted, children's responses were biased away from midline.
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U2 - 10.1080/15248371003700007
DO - 10.1080/15248371003700007
M3 - Article
AN - SCOPUS:77955352089
SN - 1524-8372
VL - 11
SP - 328
EP - 355
JO - Journal of Cognition and Development
JF - Journal of Cognition and Development
IS - 3
ER -