Spatial scaling in young children

This article examines the emergence of the ability to use a simple map to a cquire information about distance in a larger space. It is commonly believe d that scaling is a late achievement in childhood. The present study examin ed the origins of this ability by using the simplest of situations. In two experiments, we presented preschool children with a dot in a long thin rect angle, and asked them to use that representation to find an object in a cor responding location in a much larger sandbox. All 4-year-olds and a majorit y of 3-year-olds performed well an this task. We present a model that posit s a simpler mechanism for scaling than that proposed in the existing litera ture.