Relations among symmetry, asymmetry, perceptual comprehension of numerals by kindergarten and first grade children.
The main purpose of the study was to investigate whether or not the perceptual comprehension of symmetrically designed numerals is higher than that of asymmetrically designed ones. Other peripheral hypotheses on sex difference, differences between children of various socio-economic classes, and the...
| Publicado en: | British Journal of Psychology Vol. 71; no. 2; pp. 275 - 283 |
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| Formato: | Artículo |
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Wiley-Blackwell
May1980
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=5699179&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 5699179 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00071269 BJP jtl: British Journal of Psychology issn: 00071269 maglogo: Y pubinfo: dt: May1980 vid: 71 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 5699179 10.1111/j.2044-8295.1980.tb01744.x ppf: 275 ppct: 8 formats: tig: atl: Relations among symmetry, asymmetry, perceptual comprehension of numerals by kindergarten and first grade children. aug: au: Cheong, George S.C. su: Comprehension in children Perception in children sug: subj: Comprehension in children Perception in children ab: The main purpose of the study was to investigate whether or not the perceptual comprehension of symmetrically designed numerals is higher than that of asymmetrically designed ones. Other peripheral hypotheses on sex difference, differences between children of various socio-economic classes, and the differences between kindergarteners and first graders were also examined. Seventy-three children participated in the study. The results of the study indicated that the major hypothesis was rejected, and that some subhypotheses were accepted. Implications were drawn from the findings of the study, as they relate to the differentiated functions of the brain, the teaching of reading and art, and to other cognitive styles. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1980 holdings: @attributes: islocal: N |
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