Literaturnachweis - Detailanzeige
| Autor/inn/en | Eskritt, Michelle; Olson, David |
|---|---|
| Titel | From Depiction to Notation: How Children Use Symbols to Represent Objects and Events |
| Quelle | In: Journal of Cognition and Development, 13 (2012) 2, S.189-207 (19 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1524-8372 |
| DOI | 10.1080/15248372.2011.590786 |
| Schlagwörter | Figurative Language; Puppetry; Graphs; Identification; Comprehension; Children; Nonverbal Communication; Writing (Composition); Task Analysis; Foreign Countries; Kindergarten; Grade 1; Evaluation Methods; Elementary Education; Canada |
| Abstract | The purpose of the present study was to explore children's understanding of external symbols by examining the relationship between children's production and comprehension of graphic notations and verbal messages. Fifty-six children between the ages of 5 and 7 years were asked to produce both notations and a spoken message relaying to their "business partner," a puppet, which cards a "customer" wanted delivered. They were also asked to evaluate the adequacy of notations and verbal statements made by the puppet about the customers' orders. Children, regardless of the type of notations they produced, had problems identifying ineffective or ambiguous notations made by another. In comparison, children producing notations that contained all the relevant information were significantly better at producing a fully informative verbal message and recognizing verbal ambiguity. These children appear to have a better general metacommunicative ability. (Contains 1 table, 5 figures, and 1 footnote.) (As Provided). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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