The Effect of Active versus Passive Exploration on Memory for Spatial Location in Children

Abstract

The effect of active exploration upon memory for spatial location of an event was assessed for children at 2 age levels. Each child took a walk through the same unfamiliar hallway in search of a hidden object which he was later asked to relocate. Half the children were accompanied by an adult holding their hand (passive condition), while the other half proceeded on their own with an adult following behind (active condition). An age x condition interaction revealed that active exploration significantly improved performance of the 3- and 4-year-old group while not affecting the performance of the 9- and 10-year-olds. The 3- and 4-year-olds in the active condition, however, were still significantly less accurate than the older children, despite their experience of self-directed exploration. The results are interpreted as supporting the hypothesis that self-directed activity serves to increase attention of preoperational children to relevant topological cues in the environment, whereas concrete operational children, due to their knowledge of projective and Euclidean space, demonstrate increased capacity to efficiently encode spatial information regardless of the mode of exploration.