Development Of Spatial Representations Research Articles

Development of engineering skills in children of preschool and primary school age

The importance of early development of engineering skills in children is due to the need to achieve a solution to one of the strategic tasks associated with strengthening scientific and technological sovereignty and accelerated growth of the manufacturing industry in Russia. That is why an active search is currently underway for effective methods and means of developing engineering skills in children, starting from preschool age and throughout the entire period of study in educational institutions. The article considers the issues of developing engineering skills in preschool and primary school children: the concept of engineering skills; skills formed in extracurricular activities and in classes/lessons in kindergarten and primary school; stages of development of engineering skills in children (preparatory, development of spatial representations, fine motor skills of hands, graphomotor and construction skills).

Formation of Spatial Representations in Preschool Children with Disabilities

The article presents a theoretical analysis and an experimental study of the formation of spatial representations in preschool children with disabilities. The difficulties associated with the development of spatial representations in preschool children with disabilities are analyzed. The description of the program for the formation of spatial representations in preschool children with disabilities is given. It is based on the author's correctional and developmental program N. Ya. Semago «Program for the formation of spatial representations in children of preschool and primary school age». The program for the formation of elementary mathematical representations in preschoolers with disabilities in the conditions of a preschool educational organization in a combined orientation group, in children of the experimental group, has effectively manifested itself in the development of such indicators of the formation of spatial representations as «Spatial analysis and synthesis», «Spatial representations at an impressive level», «Spatial representations at an expressive level (images)» and «Spatial representations at an expressive level (plot picture)».

Effects of audio-motor training on spatial representations in long-term late blindness

Vision plays a pivotal role in the development of spatial representation. When visual feedback is absent, complex spatial representations are impaired and temporal properties of auditory information are used by blind people to build spatial maps. Specifically, late blind (LB) adults that have spent more than 20 years without vision (i.e., long-term LB) represent space based on temporal cues. In the present study, we investigate whether audio-motor training based on body feedback modifies the way in which long-term LB adults create spatial representations of the environment. Three long-term LB adults performed a battery of spatial tasks before and after four weeks of training, while three long-term LB adults performed the same tasks before and after four weeks without attending any training. Tasks included: i) an EEG recording during a spatial bisection task with coherent or conflicting spatiotemporal information, ii) auditory vertical and horizontal localization paradigms where participants indicated the final position of a moving sound source, iii) proprioceptive-motor paradigms where participants discriminated the end point of arm movements. The training consisted of specific exercises based on upper-limb movements with auditory feedback from a bracelet device and auditory paths. Our findings suggest that training produces a beneficial effect on some spatial competencies and tends to induce a cortical reorganization of occipital areas sensitive to spatial instead of temporal coordinates of sounds.

The importance of painting in the development of creative fantasy

Painting is the basis of all types of fine art. The basis of painting is painting, regardless of which of the types of fine art the artist creates. His observations, research on the compositions of a large work, he sets out first with preliminary pencil sketches. The article discusses the importance of painting in the development of spatial representations and creative imagination in architectural education, as well as in various design methods. The interest in painting has long fascinated people. Because it was necessary for the people ofprimitive times to communicate, to speak. It is known from history that most of the images are based on how ancient people who were engaged in hunting hunted animals. They followed the trails of the animals and left various images and signs on the rocks and caves. Over time, as a result of the development of their imaginative skills, various hunting scenes later began to be reflected in a way that had a unique initial compositional solution.

Features of the development of spatial representations in preschoolers with disabilities and ways of their correction in the system of prevention of graphic dyscalculia

Features of the development of spatial representations in preschoolers with disabilities and ways of their correction in the system of prevention of graphic dyscalculia

The Development of Spatial Representation Through Teaching Block-Building in Kindergartners.

This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5–6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children’s spatial representation performances were measured in both pre- and post-tests by the Experimental Tasks of Spatial Representation for Children. The results showed that: (1) teaching block-building could promote not only the overall spatial representation but also all three sub-forms of spatial representations; (2) there was no gender differences regarding the effect of teaching block-building on neither the overall nor three sub-forms of spatial representations; (3) after the intervention, the diversity of children’s choices regarding the use of sub-forms spatial representations was also promoted in the experimental group. In summary, these results contributed to a comprehensive and systematic understanding of the effects of teaching block-building on spatial representation among children in kindergartens.

The Sound of Scotoma: Audio Space Representation Reorganization in Individuals With Macular Degeneration.

Blindness is an ideal condition to study the role of visual input on the development of spatial representation, as studies have shown how audio space representation reorganizes in blindness. However, how spatial reorganization works is still unclear. A limitation of the study on blindness is that it is a “stable” system and it does not allow for studying the mechanisms that subtend the progress of this reorganization. To overcome this problem here we study, for the first time, audio spatial reorganization in 18 adults with macular degeneration (MD) for which the loss of vision due to scotoma is an ongoing progressive process. Our results show that the loss of vision produces immediate changes in the processing of spatial audio signals. In individuals with MD, the lateral sounds are “attracted” toward the central scotoma position resulting in a strong bias in the spatial auditory percept. This result suggests that the reorganization of audio space representation is a fast and plastic process occurring also later in life, after vision loss.

시간 정보의 공간적 표상 형태와 발달

시간 정보의 공간적 표상 형태와 발달

Competence-Oriented Task as Means of Quality Improvement of Mathematical Education

Integration of Kazakhstan into the world educational space makes it necessary to align with the requirements of the state and society to orient the education of the younger generation on the development of competencies that promote the concept of "education through life". Significant changes in the priorities in school education in the world in recent years require a reorientation to a competence approach, continuous self-education, mastering new information technologies, the ability to cooperate and work in groups.
 The purpose of our research is to improve the quality of school mathematics education with the help of competence-oriented assignments.
 For the analysis of the analyzed targets, the analysis of the native and chemical methapods is analyzed; the systematic analysis of the mathematical encounters and the reconstruction of the infectious information with the help of hypotheses and analgesia, comparison and hypnotism, analysis and synthesis, modeling and mental ex- periment; Diagnostic methods with the goal of designing the formation of coarse mnogoapektnyh central design of the person; the isolation of the criteria for the design of a diagonal quality - a system of colors that characterize the structure of the complex of personalities in the world; methods of observation, caution, a systematic analysis of the results.
 When solving competency-oriented tasks, students are able to use and notice the general in the private, to reveal the significance of established facts and patterns, to form and develop the basic mental operations.
 The methods for solving competence-oriented tasks should not only promote the development of skills and skills that meet the program requirements, but also the development of creative cognitive activities. These include tasks that familiarize schoolchildren with non-standard methods of reasoning, but do not require the extension of the curriculum material.
 The nature of the representation of competence-oriented tasks takes into account the psychological characteristics of students' perception of information. In particular, it is desirable that the conditions of the problems allow rather simple graphic or "subject" illustrations.
 In conclusion, we note that competence-oriented tasks should include entertaining tasks that are diverse in terms of the story, in the formulation of questions, in the methods of solutions. It is desirable to include in the system tasks, the solution of which is divided in time and whose purpose is the development of certain skills and abilities, the consolidation of methods of reasoning, methods of solving problems, the development of spatial representations, the formation and development of mental operations, such as: analysis, synthesis, comparison, classification, etc.

The Visualizations Methods of Geometrical Forms in teaching of Civil Engineering Students

<p class="R-AbstractKeywords"><span lang="EN-US">Development of spatial representation (the ability to imagine three-dimensional objects using flat pictures or drawings), skills of the intuitive decision of spatial problems and more meaningful use of CAD software are essential for qualified education of students. Visualization of geometric problems helps students to understand and to solve the given geometric tasks. The paper describes types of visualization of geometrical objects from graphic exercises of compulsory subject “Civil Engineering</span><span lang="EN-US">Graphics”. This course is specified for Civil engineering undergraduate 2nd year students of Riga Technical university.</span></p><p class="R-AbstractKeywords"><span lang="EN-US">Performance of a breadboard model, creation of the given model using ArchiCAD and using augmented reality (AR) software are included in the course "Civil Engineering Graphics” assignments. The examples of the tasks of 3D modeling in learning process are presented in this article. AR application allows faster understanding of complicated spatial problems and relationships and was used to entertain the students during the studies. Before mentioned approach was enabled to develop spatial skills of students, facilitate the students to obtain more practical experience in solving graphic exercises and was supposed enhance the quality of graphic education</span><span lang="EN-US">. </span></p><p class="R-AbstractKeywords"><span lang="EN-US"> </span></p>

Know Your Limits: The Role of Boundaries in the Development of Spatial Representation

In this issue of Neuron,Bjerknes etal. (2014) show that cells responding to environmental boundaries (border/boundary cells) are present as soon as rat pups can independently explore their environment. These boundary-based representations may thus provide a scaffold for other, later emerging, spatial representations.

Is there a functional link between the cerebellum and the hippocampus relevant to spatial navigation?

Event Abstract Back to Event Is there a functional link between the cerebellum and the hippocampus relevant to spatial navigation? Arnaud Arabo1*, Christelle Rochefort1, Sylvain Quet1, Marion Andre2, Etienne Save2 and Laure Rondi-Reig1 1 Universite Pierre et Marie Curie, NPA, UMR7102, France 2 Universite de Provence, LNC, France Path integration requires the online estimation of a navigator position using self-motion cues. This process is necessary to the acquisition of an internal representation of the environment in the absence of allothetic cues. The hippocampal formation plays a key role in the development of spatial representations. The cerebellum is likely to mediate context-dependent optimization of navigation trajectories. Empirical experimental evidence exists that the cerebellum and the hippocampal formation are electrophysiologically coupled through a number of synaptic connections that remain unknown. We put forth the hypothesis that the cerebellum may contribute to the processing of self-motion cues, and therefore interact with the hippocampus for the elaboration of spatial representations.We adopt a multidisciplinary behavioural, electrophysiological, and neuroanatomical approach to study the spatial navigation capabilities of transgenic mice (L7-PKCI), which have impaired long-term synaptic depression (LTD) at cerebellar parallel fiber-Purkinje cell (PF-PC) synapses. Behavioural data show that in a path integration version of the Morris water maze, L7-PKCI animals present a drift in their trajectory toward a platform in the dark. Electrophysiological recordings of hippocampal place cells in L7-PKCI were performed as they explored a circular arena. Preliminary data may suggest an alteration of hippocampal place fields in the case of either an absence of allothetic cues or a conflict between external and self-motion cues. Using neuronal tracers, we are currently investigating if the connections between the hippocampus and the cerebellum are mono- or multi-synaptic. Our data seem to suggest that cerebellar PF-PC LTD might be important for the path integration process. A deficit in this process seems to induce impairment in the hippocampal place field representation. This may support the hypothesis of a functional link between the hippocampal formation and the cerebellum. Conference: 41st European Brain and Behaviour Society Meeting, Rhodes Island, Greece, 13 Sep - 18 Sep, 2009. Presentation Type: Poster Presentation Topic: Poster presentations Citation: Arabo A, Rochefort C, Quet S, Andre M, Save E and Rondi-Reig L (2009). Is there a functional link between the cerebellum and the hippocampus relevant to spatial navigation?. Conference Abstract: 41st European Brain and Behaviour Society Meeting. doi: 10.3389/conf.neuro.08.2009.09.360 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 16 Jun 2009; Published Online: 16 Jun 2009. * Correspondence: Arnaud Arabo, Universite Pierre et Marie Curie, NPA, UMR7102, Paris, France, christelle.rochefort@upmc.fr Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Arnaud Arabo Christelle Rochefort Sylvain Quet Marion Andre Etienne Save Laure Rondi-Reig Google Arnaud Arabo Christelle Rochefort Sylvain Quet Marion Andre Etienne Save Laure Rondi-Reig Google Scholar Arnaud Arabo Christelle Rochefort Sylvain Quet Marion Andre Etienne Save Laure Rondi-Reig PubMed Arnaud Arabo Christelle Rochefort Sylvain Quet Marion Andre Etienne Save Laure Rondi-Reig Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

On the Coupling Between Agent Internal and Agent/ Environmental Dynamics: Development of Spatial Representations in Evolving Autonomous Robots

In this article we describe how a population of evolving robots can autonomously develop forms of spatial representation which allow them to self-localize and to discriminate different locations of their environment by integrating sensory-motor information over time. The evolving robots also display a remarkable ability to generalize their skill in new environmental conditions that they have never experienced before. The analysis of the obtained results indicates that the evolved robots come up with simple and robust solutions that exploit quasi-periodic limit cycle dynamics emerging from the coupling between the robot/environmental dynamics and a robot's internal dynamics. More specifically, the variations of a robot's internal states are governed by transient dynamical processes originating from the fact that these internal states tend to slowly approximate fixed attractor points, corresponding to different types of sensory states that last for a limited time duration and alternate while the robot moves in the environment.

A study of kindergarten children’s spatial representation in a mapping project

This phenomenological study examined kindergarten children’s development of spatial representation in a year long mapping project. Findings and discussion relative to how children conceptualised and represented physical space are presented in light of theoretical notions advanced by Piaget, van Hiele, and cognitive science researchers Battista and Clements. Analyses of the processes the children used and their finished products indicate that children can negotiate meaning for complex systems of geometric concepts when given opportunities to debate, negotiate, reflect, evaluate and seek meaning for representing space. The complexity and “holistic” nature of spatial representation of young children emerged in this study.

Reviews: Making Space: The Development of Spatial Representation and Reasoning

Reviews: Making Space: The Development of Spatial Representation and Reasoning

Making space: the development of spatial representation and reasoning

Spatial competence is a central aspect of human adaptation. To understand human cognitive functioning, we must understand how people code the locations of things, how they navigate in the world, and how they represent and mentally manipulate spatial information. Until recently three approaches have dominated thinking about spatial development. Followers of Piaget claim that infants are born without knowledge of space or a conception of permanent objects that occupy space. They develop such knowledge through experience and manipulation of their environment. Nativists suggest that the essential aspects of spatial understanding are innate and that biological maturation of specific brain areas can account for whatever aspects of spatial development are not accounted for at birth. The Vygotskan approach emphasizes the cultural transmission of spatial skills. Nora Newcombe and Janellen Huttenlocher argue for an interactionist approach to spatial development that incorporates and integrates essential insights of the classic three approaches. They show how biological preparedness interacts with the spatial environment that infants encounter after birth to create spatial development and mature spatial competence. Topics covered include spatial coding during infancy and childhood; the early origins of coding distance in continuous space, of coding location with respect to distal external landmarks, and of hierarchical combination of information; the mental processes that operate on stored spatial information; spatial information as encoded in models and maps; and spatial information as encoded in language. In conclusion, the authors discuss their account of spatial development in relation to various approaches to cognitive development in other domains, including quantitative development, theory of mind, and language acquisition.

The Transfer of Spatial Knowledge in Virtual Environment Training

Many training applications of virtual environments (VEs) require people to be able to transfer spatial knowledge acquired in a VE to a real-world situation. Using the concept of fidelity, we examine the variables that mediate the transfer of spatial knowledge and discuss the form and development of spatial representations in VE training. We report the results of an experiment in which groups were trained in six different environments (no training, real world, map, VE desktop, VE immersive, and VE long immersive) and then were asked to apply route and configurational knowledge in a real-world maze environment. Short periods of VE training were no more effective than map training; however with sufficient exposure to the virtual training environment, VE training eventually surpassed real-world training. Robust gender differences in training effectiveness of VEs were also found.

Spatial Location in Children's English: On the Mono-/Bireferential Distinction

The purpose of this research was to study the transition from mono-to bireferential spatial location in children's language. Locative relations are monoreferential when a single referent object is sufficient to establish the place of the primary object, and they are bireferential when two or more referent objects are required. 24 children at age levels 2:5, 3:5, and 4:3 were shown a pair of pictures and given two sentences having a minimal locative contrast, e.g., in/on or in front of/in back of, up to/away from. The children were asked to match one of the sentence alternatives with a picture. Monoreferential locative problems were easier than bireferential ones whether static or dynamic, and the children's capacity to process the locative contrasts improved with age. The transition from mono- to bireferential spatial location in children's language was related to the development of spatial representations.

A Cross-Cultural Study of Children's Cognitive Maps

This cross-cultural study was designed to investigate children's development of spatial representation as measured by the sketch map technique (cognitive mapping). The sample ( N = 526) consisted of white, black, Asian and coloured South Africans of both sexes varying in age from 5 to 13 years. The maps were assessed according to a Piagetian constructivist framework and the quality of accompanying verbal descriptions was evaluated. The sketch maps differed in terms of age but not race, gender or socio-economic status. Evaluative verbal descriptions were provided by more girls than boys and by more white subjects than black subjects. The developmental trends shown were similar to those described in the existing literature.

The Construction of Perspectives: Piaget's Alternative to Spatial Egocentrism

This paper explores longstanding inconsistencies in Piaget's account of the development of spatial representation and perspective-taking. It is argued that Piaget effectively develops an "alternative" theoretical position alongside but quite incompatible with the well-known theory of spatial egocentrism. This alternative theory focuses on the general differentiation of perspectives as such. The origins of both accounts are traced in Piaget's early writings, and detailed consideration is given to the findings of the original "three mountains" experiment. The place of both theories in The child's conception of space (Piaget & Inhelder, 1948/1956) is explored. Contemporary theory and research are discussed against this background, and it is concluded that Piaget's alternative theory is both compatible with contemporary thinking and important as a contributory source for future theorisation.