Kosslyn, S. M. , Pick, H. L. , Fariello, G. R Kosslyn, S.M., Pick, H.L., Fariello, G.R. Cognitive Maps in Children and Men. Child Development, 1974, 45. Theory/Objective Explore relative accuracy of “cognitive maps” Explore what guides spatial representation: physical distance vs functional distance vs visible distance If physical, presence of barrier will not influence cognitive mapping If functional, barrier may influence perceived distance between objects If visible, expect having an opaque barrier (as opposed to transparent or no barrier) will distort perceived distance Methodology 28 participants: 14 preschoolers (4-1 to 5-5) + 14 adults (18-26yrs) 4-part experiment (17-ft square space, 4 quadrants, 10 objects) Key Insight Strengths Acknowledge barriers might have caused organization of visual percepts in memory Looks at child vs adult Weaknesses Experiment “explores” too much Not sure how they chose age groups Test not designed appropriately for two different age groups Not enough subjects for tw1o age groups. Subjects not greatest sample Do not describe whether square has 4 “walls”, or just 1 No description of toys used (are they the same size? Same type?) Findings Subjects made systematic distance judgments from location to location, which supports theory of cognitive mapping (distortions were not random) For ADULTS, visible distance seems most important: good at integrating adjacent & visible quadrants, opaque barriers lead to augmented distortion of distance For CHILDREN, functional distance seems most important: not able to integrate quadrants, equivalent effects of both types of barriers (increasing distance)