This chapter describes how using symbolic representations such as maps can play a role in the development of spatial cognition. It is suggested that the use of maps may influence how children come to think about space beyond their immediate experience. In addition, it discusses some of the ideas and evidence from a research program that has investigated the possibilities. Moreover, it explores the apparent antecedents, challenges, task dependencies, and cognitive processes that impact children's effective use of maps, and the implications of these for the understanding of spatial cognitive development as it relates to large-scale space. It is shown that exposure to survey representations such as maps induces spontaneous use in some types of spatial problem-solving by the age of 7- 10 years, at least for children living in a mid-western U.S. suburban area.
|Original language||English (US)|
|Title of host publication||The Emerging Spatial Mind|
|Publisher||Oxford University Press|
|State||Published - Mar 22 2012|
- Spatial cognition
- Spatial cognitive development
ASJC Scopus subject areas