Edward H Cornell
Biographic Data
| ID | 5232935 |
|---|---|
| NAME | Edward H Cornell |
| GIVEN NAMES | Edward H |
| FAMILY NAME | Cornell |
| SIGNATURE | CORNELL E H |
| AFFILIATIONS | University of Alberta |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 3 |
Developing spatial localization abilities and children's interpretation of where
Two-year-old children often start asking questions with where . In this study we test whether children understand where to mean route or absolute location and whether the size of the space or elevation made a difference. Previous research has documented developmental changes over the preschool years in children's non-verbal spatial reasoning. Forty-eight children between two and five years of age were interviewed. We asked them to point in respon…
Children and their Environments
This fascinating book examines theories of children's perceptions of space and place and explores how these theories are applied to the world of children. The focus is on children in large real world spaces; places that children live in, explore and learn from. These include classrooms, playgrounds, homes and yards, towns, communities, countryside, natural environments, and the wider world. An international team of authors compare the experiences…
Human Sense of Direction and Wayfinding
One of the oldest beliefs about human wayfinding is that some people have a natural ability that distinguishes them from others. In four experiments, we asked adults to rate their own sense of direction, a promising index of orientation skills despite its simplicity and reliance on self-assessment. There were small to moderate correlations between self-ratings and accuracy of pointing to imagined landmarks, accuracy of path choices during a route…
Age-related differences in the organization of parent-infant interactions during picture-book reading
Vocabulary Acquisition through Shared Reading Experiences
Wayfinding by children and adults
The wayfinding abilities of 6- and 12-year-old children ware compared with those of 22-year-old adults. After their 1st walk across a university campus, participants were asked to lead the way back along the same route. Participants in 2 conditions (look back and retrace) were given instructions intended to prevent wandering, whereas those in a 3rd (uninstructed) condition were only told that they were going on a tour. A series of instructions to…
Children's wayfinding
The paths taken by 6- and 12-year-old children who were asked to lead the way back after their first walk across a university campus were recorded. Prior to the return, children were either uninformed of the requirement to lead the way back, generally informed, or shown specific near or far landmarks during the walk. The results suggest a prudent prescription for parents who are concerned about their child's independent travel: Specify route feat…
Spatial matching in 11⁄2- to 41⁄2-year-old children
Infants' responsiveness to compounds of habituated visual stimuli
Age-related differences in the organization of parent-infant interactions during picture-book reading
Vocabulary Acquisition through Shared Reading Experiences
Human Sense of Direction and Wayfinding
One of the oldest beliefs about human wayfinding is that some people have a natural ability that distinguishes them from others. In four experiments, we asked adults to rate their own sense of direction, a promising index of orientation skills despite its simplicity and reliance on self-assessment. There were small to moderate correlations between self-ratings and accuracy of pointing to imagined landmarks, accuracy of path choices during a route…
Children's wayfinding
The paths taken by 6- and 12-year-old children who were asked to lead the way back after their first walk across a university campus were recorded. Prior to the return, children were either uninformed of the requirement to lead the way back, generally informed, or shown specific near or far landmarks during the walk. The results suggest a prudent prescription for parents who are concerned about their child's independent travel: Specify route feat…
Wayfinding by children and adults
The wayfinding abilities of 6- and 12-year-old children ware compared with those of 22-year-old adults. After their 1st walk across a university campus, participants were asked to lead the way back along the same route. Participants in 2 conditions (look back and retrace) were given instructions intended to prevent wandering, whereas those in a 3rd (uninstructed) condition were only told that they were going on a tour. A series of instructions to…
Infants' responsiveness to compounds of habituated visual stimuli
Spatial matching in 11⁄2- to 41⁄2-year-old children
Children's wayfinding
The paths taken by 6- and 12-year-old children who were asked to lead the way back after their first walk across a university campus were recorded. Prior to the return, children were either uninformed of the requirement to lead the way back, generally informed, or shown specific near or far landmarks during the walk. The results suggest a prudent prescription for parents who are concerned about their child's independent travel: Specify route feat…
Wayfinding by children and adults
The wayfinding abilities of 6- and 12-year-old children ware compared with those of 22-year-old adults. After their 1st walk across a university campus, participants were asked to lead the way back along the same route. Participants in 2 conditions (look back and retrace) were given instructions intended to prevent wandering, whereas those in a 3rd (uninstructed) condition were only told that they were going on a tour. A series of instructions to…
Vocabulary Acquisition through Shared Reading Experiences
Age-related differences in the organization of parent-infant interactions during picture-book reading
Human Sense of Direction and Wayfinding
One of the oldest beliefs about human wayfinding is that some people have a natural ability that distinguishes them from others. In four experiments, we asked adults to rate their own sense of direction, a promising index of orientation skills despite its simplicity and reliance on self-assessment. There were small to moderate correlations between self-ratings and accuracy of pointing to imagined landmarks, accuracy of path choices during a route…
Children and their Environments
This fascinating book examines theories of children's perceptions of space and place and explores how these theories are applied to the world of children. The focus is on children in large real world spaces; places that children live in, explore and learn from. These include classrooms, playgrounds, homes and yards, towns, communities, countryside, natural environments, and the wider world. An international team of authors compare the experiences…
Developing spatial localization abilities and children's interpretation of where
Two-year-old children often start asking questions with where . In this study we test whether children understand where to mean route or absolute location and whether the size of the space or elevation made a difference. Previous research has documented developmental changes over the preschool years in children's non-verbal spatial reasoning. Forty-eight children between two and five years of age were interviewed. We asked them to point in respon…
Psychology (9 works) · Cognitive psychology (6 works) · Developmental psychology (6 works) · Spatial Cognition and Navigation (5 works) · Child and Animal Learning Development (3 works) · Cognition (3 works) · Linguistics (3 works) · Social Psychology (3 works) · Spatial Ability (3 works) · Categorization, perception, and language (2 works)