DOCUMENT RESUME

Research is underway concerning the way the perception, conception, and representation of spatial layout develops. Three concepts are important here--space itself, frame of reference, and cognitive map. Cognitive map refers to a form of representation of the behavioral space, not paired associate or serial response learning. Other criteria distinguish cognitive maps from models. The beginning of cognitive maps or structured space can be seen in the organization of tactual kinesthetic space in the young infant, as a study of the development of thumb-sucking has shown. Data on children's cognition of spatial layout has been obtained from studies concerning how children orient themselves in familiar space. An observed inability of preschoolers to describe what is above and below a given room may suggest an inadequate cognitive map or a problem in manipulating spatial representations. To measure the precision of cognitive maps, a triangulation technique was developed in which a child had to point in the direction of an object with an unobstructed view of it, with view obstructed but with station points inside the room, and with view obstructed by walls but with station points outside the room. Other studies were conducted with spatial orientation in a new environment and with map reading. Many studies have been done on frame of reference, but little has been done in describing the frame of reference used in orienting objects relative to spatial layout. Techniques are being sought to more directly investigate frames of reference in use at a given moment. (KM)