Charting the development of cognitive mapping

Abstract

Developmental research beginning in the 1970s has suggested that children's ability to form cognitive maps reaches adult levels during early adolescence. However, this research has used a variety of testing procedures, often in real-world environments, which have been difficult to share widely across labs and to use to probe components of mapping, individual differences in success, and possible mechanisms of development and reasons for individual variation. In this study, we charted the development of cognitive mapping using a virtual navigation paradigm, Silcton, that allows for testing samples of substantial size in a uniform way and in which adults show marked individual differences in the formation of accurate route representations and/or in route integration. The current study tested children aged between 8 and 16 years. In terms of components of normative development, children's performance reached adult levels of proficiency at around age 12, but route representation progressed significantly more quickly than route integration. In terms of individual differences, by age 12 children could be grouped into the same three categories evident in adults: imprecise navigators (who form only imprecise ideas of routes), non-integrators (who represent routes more accurately but are imprecise in relating two routes), and integrators (who relate the two routes and, thus, form cognitive maps). Thus, individual differences likely originate during childhood. In terms of correlates, perspective-taking skills predicted navigation performance better than mental rotation skills, in accord with the view that perspective taking operates on extrinsic spatial representations, whereas mental rotation taps intrinsic spatial representations.

Keywords: Cognitive map; Development; Navigation; Perspective-taking; Spatial cognition; Virtual environment.