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Korean J Child Stud > Volume 45(4); 2024 > Article
Korean Journal of Child Studies 2024;45(4): 493-506.
doi: https://doi.org/10.5723/kjcs.2024.45.4.493
기하학적 정보와 특징적 정보를 활용한 5세 유아의 가상공간 표상
이슬1 , 박유정2
1서울대학교 아동가족학과 석사
2서울대학교 아동가족학과 부교수 및 서울대학교 생활과학연구소 겸무연구원
Five-Year-Olds’ Use of Geometric and Featural Information in Virtual Space Representation
Seul Lee1 , Youjeong Park2
1M.A., Department of Child Development and Family Studies, Seoul National University, Seoul, Korea
2Associate Professor, Department of Child Development and Family Studies, Seoul National University & Adjunct Researcher, Research Institute of Human Ecology, Seoul National University, Seoul, Korea
Correspondence :  Youjeong Park ,Email: youjeongpark@snu.ac.kr
Received: September 15, 2024  Revised: October 24, 2024   Accepted: October 28, 2024
Abstract
Objectives:
This study investigated how five-year-old children utilized geometric information (e.g., length and angle) and non-geometric, featural information (e.g., color) to represent a virtual space.
Methods:
Seventy-eight five-year-old children participated in the study. After exploring the virtual rooms, they were asked to choose a model that accurately represented these rooms and to identify a position in the model that corresponded to the location of an object within the virtual rooms.
Results:
First, children’s use of geometric and featural information varied depending on the geometric shape of the virtual space. Second, when geometric and featural information conflicted in representing locations, children identified the positions of objects based on featural information. Third, children who received perspective-shift training performed better in spatial representation tasks requiring geometric information, such as angle.
Conclusion:
This study shows that five-year-old children's use of geometric and featural information in representing virtual space is influenced by the shape of the space, with featural information also playing a significant role. The findings support the adaptive combination theory, which posits that children flexibly combine geometric and featural information in spatial representation. Additionally, the study indicates that perspective-shift training, involving a vertical viewpoint, can enhance children's spatial representation abilities.
Key Words: virtual space, spatial representation, geometric information, featural information, perspectiveshift training
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