{"pk":27676,"title":"Children’s Reasoning about Geometric Footprints","subtitle":null,"abstract":"We explored preschool’s children’s understanding of the correspondence of 3-D objects and 2-D faces in a noveltask. In the “footprints” task children were shown a geometric solid, such as a pyramid or a prism, and asked to select whichshape the solid would make if it were dipped in ink and stamped on a piece of paper. Through a latent class analysis of children’serrors we found children differed significantly in their misconceptions about object structure. Three distinct classes of childrenemerged: children who could only match visible faces, children who believed solids have an ‘essential’ face irrespective ofrotation, and children who differentiated faces based on a solid’s rotation. We examined the characteristics of children in eachof these classes using a battery of spatial tasks and numeric tasks. Our results suggest errors found in older children’s andadults’ reasoning about geometric concepts develop prior to formal schooling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/83s61817","frozenauthors":[{"first_name":"Christopher","middle_name":"","last_name":"Young","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Alana","middle_name":"","last_name":"Foley","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Susan","middle_name":"","last_name":"Levine","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27676/galley/17312/download/"}]}