Understanding person-space-map relations: Cartographic and developmental perspectives.

Abstract

Drawing from cognitive-developmental and cartographic theory, we tested children's understanding of person-map-space relations. After introducing maps of the classroom, an adult moved to different positions in the room and pointed straight ahead. Five- to 12-year-old children (N= 259) placed colored arrow stickers on the map to show the person's location and heading, once when the map was aligned with the room and once when rotated 180°. Performance was better on the aligned condition and when headings were parallel to the nearby wall; most younger children failed to understand point of view; and sex differences favored boys. Data from 168 children given additional spatial tasks were consistent with the hypothesized importance of projective spatial concepts for mapping