Preschoolers' Perceptual Analogical Reasoning and Map Reading: A Preliminary Study on the Mediating Effect of Spatial Language

Reading and interpreting a map represents an essential part of daily life, enabling appropriate orientation and navigation through space. Based on the idea that perceptual analogical reasoning is critical in aligning the spatial structure of the map with the spatial structure of the space and given the critical role of language, especially spatial language, in encoding and establishing spatial relations among elements in the environment, the present study investigated the joint contribution of perceptual analogical reasoning and spatial language in map reading. The study was conducted with 56 typically developing 4- to 6-year-old children, and the results indicated that perceptual abstract reasoning affected map reading through the mediating effect of spatial language. These findings yielded theoretical and practical implications regarding the role of perceptual abstract reasoning and spatial language in shaping map-reading abilities in the early stages of life, highlighting that domain-specific language competencies are necessary to improve the encoding of spatial relations, to establish object correspondences, and to ensure successful navigation. Limitations and future research directions were discussed.

Automated summary

This study investigated the joint contribution of perceptual analogical reasoning and spatial language in map reading. The results indicated that perceptual abstract reasoning affected map reading through the mediating effect of spatial language. These findings have important implications for both theory and practice, emphasizing the role of perceptual abstract reasoning and spatial language in shaping map-reading abilities in the early stages of life, and highlighting the necessity of domain-specific language competencies for improving spatial relations, establishing object correspondences, and ensuring successful navigation.