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Scientists always try their best to record measurements with the utmost accuracy and precision. However, sometimes errors do occur. These errors can be random or systematic. Random errors are observed due to the inconsistency or fluctuation in the measurement process, or variations in the quantity itself that is being measured. Such errors fluctuate from being greater than or less than the true value in repeated measurements. Consider a scientist measuring the length of an earthworm using a...

Random and Systematic Errors

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Scientists always try their best to record measurements with the utmost accuracy and precision. However, sometimes errors do occur. These errors can be random or systematic. Random errors are observed due to the inconsistency or fluctuation in the measurement process, or variations in the quantity itself that is being measured. Such errors fluctuate from being greater than or less than the true value in repeated measurements. Consider a scientist measuring the length of an earthworm using a...

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Related Experiment Video

Updated: Jun 23, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

A method for eliciting scale errors in preschool classrooms.

Karl S Rosengren¹, Caitlin Carmichael, Stevie S Schein

¹Department of Psychology, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, USA. k-rosengren@northwestern.edu

Infant Behavior & Development

|May 5, 2009

Summary

Young children often make scale errors when interacting with miniature objects. This study found these errors occurred frequently in preschool classrooms, especially among younger children, confirming previous research.

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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

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Published on: January 23, 2017

Area of Science:

Developmental Psychology
Child Cognitive Development

Background:

Scale errors, a phenomenon where children attempt to use objects at their actual size rather than their represented size, are well-documented.
Previous research indicates age is a significant factor in the occurrence of scale errors.

Purpose of the Study:

To investigate the elicitation of scale errors in a naturalistic preschool setting.
To determine the frequency and influencing factors of scale errors in young children.

Main Methods:

Six preschool classrooms were utilized for the study.
Miniature items were introduced into the classrooms over a three-month observation period.
A concealed observer documented children's interactions with the items, recording instances of scale errors.

Main Results:

A total of 93 scale errors were observed across the classrooms.
Younger children exhibited a higher frequency of scale errors compared to older children.
The study successfully elicited scale errors in a preschool environment.

Conclusions:

Scale errors can be reliably elicited in preschool settings using miniature items.
The findings support previous research on the age-related nature of scale errors.
This methodology offers a viable approach for future systematic studies on scale error development.