Turn points and talking points: Developmental differences in spatial language use during navigation
Presentation Type
Abstract
Faculty Advisor
Yingying Yang
Access Type
Event
Start Date
25-4-2025 9:00 AM
End Date
25-4-2025 9:59 AM
Description
Spatial language refers to descriptions of space. Prior research indicates that children’s use and accuracy of spatial language improves with age (Sims & Gentner, 2008) and may support children’s navigational abilities, with boys often demonstrating improved accuracy in direction-giving (Yacoub et al. 2024). Considering limited research exists in this potentially foundational STEM area (Khine, 2016), this study aims to characterize developmental trends in spatial language use among school-aged youth. Thirty-one children aged 6-10 years (58% male, 42% female/non-binary, 42% White) described a video-recorded route on a college campus. Transcribed audio measured children’s frequency and accuracy of spatial language (i.e., directions, landmarks). Directions were categorized by type (i.e., ascribed to location of route, landmarks, both) as well as real or hypothetical presence. Landmarks were classified by specificity, stability, presence, and being named or described. Descriptive statistics and independent t-tests examined gender differences in spatial language. Boys used more directions (M(directions)=17.4, SD=12.6) and landmark words (M(landmarks)= 33.4, SD=27.3) than girls (M(directions)=13, SD=7.82; M(landmarks)=27.3, SD=23.1). Boys also provided more accurate turn point directions than girls (Ms(boys, girls)=4.06, 2.75; SDs(boys, girls)=2.48, 2.99), although mean group differences were not statistically significant (p>.05). Direction word use and turn point accuracy increased with age from 6 to 10 years, respectively (M(age 6)=10.3, SD= 6.60; M(age 10)=19.7, SD=15.4).
Turn points and talking points: Developmental differences in spatial language use during navigation
Spatial language refers to descriptions of space. Prior research indicates that children’s use and accuracy of spatial language improves with age (Sims & Gentner, 2008) and may support children’s navigational abilities, with boys often demonstrating improved accuracy in direction-giving (Yacoub et al. 2024). Considering limited research exists in this potentially foundational STEM area (Khine, 2016), this study aims to characterize developmental trends in spatial language use among school-aged youth. Thirty-one children aged 6-10 years (58% male, 42% female/non-binary, 42% White) described a video-recorded route on a college campus. Transcribed audio measured children’s frequency and accuracy of spatial language (i.e., directions, landmarks). Directions were categorized by type (i.e., ascribed to location of route, landmarks, both) as well as real or hypothetical presence. Landmarks were classified by specificity, stability, presence, and being named or described. Descriptive statistics and independent t-tests examined gender differences in spatial language. Boys used more directions (M(directions)=17.4, SD=12.6) and landmark words (M(landmarks)= 33.4, SD=27.3) than girls (M(directions)=13, SD=7.82; M(landmarks)=27.3, SD=23.1). Boys also provided more accurate turn point directions than girls (Ms(boys, girls)=4.06, 2.75; SDs(boys, girls)=2.48, 2.99), although mean group differences were not statistically significant (p>.05). Direction word use and turn point accuracy increased with age from 6 to 10 years, respectively (M(age 6)=10.3, SD= 6.60; M(age 10)=19.7, SD=15.4).
Comments
Poster presentation at the 2025 Student Research Symposium.