Development of Spatial Cognition

Abstract

A goal in the study of spatial development is to answer, with regard to this domain, some of the classic questions in the history of psychology, biology, and philosophy: the extent to which adaptation rests on innately available representations or represents emergent knowledge based on interaction with the world, the uniqueness of our species and the course of comparative evolution, the interplay of symbolic and more basic spatial processes, and the nature of individual differences. In addition, spatial development is an important research area because understanding how it occurs is likely to have considerable practical relevance for devizing educational curricula that support optimal acquisition of skills that underlie many essential real-world activities. This chapter covers current views of the nature of mature spatial competence, what we know about the spatial capabilities that exist in infancy, whether early spatial skills are modular or not, development of mental transformation of spatial information and the capacity for symbolic representation of spatial information, development and causes of individual differences, including gender differences, and cases in which children have abnormal bases for learning based on genetic differences (Williams Syndrome) or abnormal environmental contexts based on sensory limitations (impaired vision).