Features of Two Embodied Processes in Spatial Perspective-Taking Across the Lifespan
Author:
Affiliation:
1. Faculty of Education, Shiga University, 2-5-1, Hiratsu, Otsu , Shiga , 520-0862 , Japan
2. Faculty of Social Welfare, Doho University , Nagoya , Japan
Abstract
Publisher
Walter de Gruyter GmbH
Link
https://www.degruyter.com/document/doi/10.1515/psych-2022-0137/pdf
Reference21 articles.
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2. Flavell, J. H., Everett, B. A., Croft, K., & Flavell, E. R. (1981). Young children’s knowledge about visual perception: Further evidence for the Level l – Level 2 distinction. Developmental Psychology, 17(1), 99–103. doi: 10.1037/0012-1649.17.1.99.
3. Gouleme, N., Ezane, M. D., Wiener-Vacher, S., & Bucci, M. P. (2014). Spatial and temporal postural analysis: A developmental study in healthy children. International Journal of Developmental Neuroscience, 38, 169–177. doi: 10.1016/j.ijdevneu.2014.08.011.
4. Guillot, A., & Collet, C. (2005). Duration of mentally simulated movement: A review. Journal of Motor Behavior, 37(1), 10–20. doi: 10.3200/JMBR.37.1.10-20.
5. Hegarty, M., & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence, 32, 175–191. doi: 10.1016/j.intell.2003.12.001.
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