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童年中期人类导航能力的发展:通过方法、术语和基本阶段的叙述性综述

The Development of Human Navigation in Middle Childhood: A Narrative Review through Methods, Terminology, and Fundamental Stages.

作者信息

Pullano Luca, Foti Francesca

机构信息

Department of Health Sciences, Magna Graecia University of Catanzaro, 88100 Catanzaro, Italy.

Department of Medical and Surgical Sciences, Magna Graecia University of Catanzaro, 88100 Catanzaro, Italy.

出版信息

Brain Sci. 2022 Aug 18;12(8):1097. doi: 10.3390/brainsci12081097.

Abstract

Spatial orientation and navigation are fundamental abilities in daily life that develop gradually during childhood, although their development is still not clear. The main aim of the present narrative review was to trace the development of navigational skills in middle childhood (6 to 12 years old) by means of studies present in the literature. To this aim, this review took into account the terminology, methodologies, different paradigms, and apparatuses used to investigate egocentric self-centered and allocentric world-centered representations, besides the different types of spaces (reaching/small/large; physical/virtual). Furthermore, this review provided a brief description of the development of navigational strategies and competences in toddlers and preschool children (0-5 years). The main result of this review showed how middle childhood is a crucial period for the improvement and development of allocentric strategies, including metric information. In fact, during this developmental window, children learn to handle proximal and distal cues, to transpose paper and virtual information into real environments, up to performing similarly to adults. This narrative review could represent a starting point to better clarify the development of navigation and spatial orientation, finalized to trace a development curve useful to map normal development and to have a term of comparison to assess performance in atypical development.

摘要

空间定向和导航是日常生活中的基本能力,在儿童时期逐渐发展,但其发展过程仍不明确。本叙述性综述的主要目的是通过文献中的研究来追溯童年中期(6至12岁)导航技能的发展。为此,本综述考虑了用于研究以自我为中心和以世界为中心的表征的术语、方法、不同范式和仪器,以及不同类型的空间(伸手可及的/小的/大的;物理的/虚拟的)。此外,本综述还简要描述了幼儿和学龄前儿童(0至5岁)导航策略和能力的发展。本综述的主要结果表明,童年中期是包括度量信息在内的以世界为中心策略改进和发展的关键时期。事实上,在这个发展阶段,儿童学会处理近端和远端线索,将纸上和虚拟信息转换到真实环境中,直至表现得与成年人相似。本叙述性综述可以作为一个起点,以更好地阐明导航和空间定向的发展,最终绘制出一条有助于描绘正常发展并作为评估非典型发展表现的比较标准的发展曲线。

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