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STRATEGIES CHILDREN USE TO CO‐ORDINATE PERSPECTIVES AS A FUNCTION OF TASK DEMANDS
Author(s) -
EISER CHRISTINE
Publication year - 1977
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1977.tb02362.x
Subject(s) - observer (physics) , psychology , perspective (graphical) , orientation (vector space) , task (project management) , cognitive psychology , function (biology) , social psychology , mode (computer interface) , position (finance) , developmental psychology , artificial intelligence , computer science , mathematics , human–computer interaction , geometry , physics , management , finance , quantum mechanics , evolutionary biology , economics , biology
SUMMARY. Previous research has suggested that children are aware of changes in orientation prior to changes in position of objects as a function of an observer's viewpoint. Two question‐asking studies are reported in which this finding was investigated in relation to (a) changes in the type of stimuli and (b) changes in the response mode. In a rotation task, 40 Canadian elementary school children anticipated perspective by determining the orientation of objects even where the stimuli were such as to make a focus on position more appropriate. However, where the response mode involved placing objects to match an observer's view with a sample of 30 similar children, they tended to ask questions about the position rather than the orientation of objects. Results in previous co‐ordination of perspective tasks are discussed in relation to these findings.