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Abstract: Spatial scaling is an integral aspect of many spatial tasks that involve symbol-to-referent correspondences (e.g., map reading, drawing). In this study, we asked 3–6-year-olds and adults to locate objects in a two-dimensional spatial layout using information from a second spatial representation (map). We examined how scaling factor and reference features, such as the shape of the layout or the presence of landmarks, affect performance. Results showed that spatial scaling on this simple task undergoes considerable development, especially between 3 and 5 years of age. Furthermore, the youngest children showed large individual variability and profited from landmark information. Accuracy differed between scaled and un-scaled items, but not between items using different scaling factors (1:2 vs. 1:4), suggesting that participants encoded relative rather than absolute distances. [Copyright &y& Elsevier]

Mental representation and transformation of spatial information is often examined with mental rotation (MR) tasks, which require deciding whether a rotated image is the same as or the mirror version of an upright image. Recent research with infants shows early discrimination of objects from mirror-image versions. However, even at the age of 4 years, many children perform at near chance level on more standard measures. Similar age discrepancies can be observed in other domains, including perspective taking, theory of mind, and intuitive physics. These paradoxical results raise the questions of how performance relates to competence and how to conceptualize developmental change. There may be a common underlying mechanism: the development of the ability to imagine things and mentally transform them in a prospective fashion. [ABSTRACT FROM AUTHOR]

Highlights: [•] We assessed 3- to 5-year-olds’ mental rotation abilities using a puzzle paradigm. [•] Pairs of asymmetrical ghost figures were presented in seven different orientations. [•] Children were asked to pick the ghost that would fit into a hole. [•] Results indicate considerable development between 3 and 5 years of age. [•] This new paradigm allows for assessing mental rotation abilities below age 5. [Copyright &y& Elsevier]

Relations have been found among various continuous dimensions, including space and musical pitch. To probe the nature and development of space-pitch mappings, we tested 5- to 7-year-olds and adults (N=69), who heard pitch intervals and were asked to choose the corresponding spatial representation. Results showed that children and adults both mapped pitches continuously onto space, although effects were stronger in older than younger children. Additionally, children's spatial and numerical skills were tested, showing a relation between children's spatial and pitch-matching skills, and between their spatial and numerical skills. However, pitch and number were not related, suggesting spatial underpinnings for pitch and number. [ABSTRACT FROM AUTHOR]