摘要:

In empirical research, developmentalists attribute knowledge to children on the basis of performances on assessment tasks. Since knowledge is not itself observable, criteria are needed for reasonable decisions to be made about how to classify different intellectual states, such as false belief, empirically true belief, necessary knowledge. In Piagetian research, there are two distinct views about the selection of such ‘response criteria’. One view states that knowledge can be attributed on the basis of children's judgements‐alone (J‐view). A contrary view states that such attribution requires children to justify their judgements (JJ‐view). An objection to the J‐view is discussed by consideration of the two dominant philosophical accounts as to the nature of knowledge, namely the foundationalist and causal accounts. It is argued, firstly, that the foundationalist account requires the elimination of the J‐view with which it is incompatible through its failure to deal with cases of knowledge at all. It is argued, secondly, that the causal account places a limitation on the J‐view which fails to deal with cases of necessary knowledge. Since one of the main problems in Piagetian research is the construction of necessary knowledge, only the JJ‐view should be used when this problem is addressed. Developmental research which is based on the J‐view alone could not, without circularity, be concerned with the substantive issues which are outside i

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1992.tb00559.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This paper reports a study concerned with (a) how children's ability to differentiate between men, women, boys and girls in their drawings changes between 4 and 6 years of age, and (b) how the introduction of a communicative context for drawing affects such differentiation. Data collected from 72 Israeli children revealed increasing differentiation between human figures across the age range studied, with qualitative changes in the types of cue used. The introduction of a communicative context had no effect on children's drawings at 4 years, significant though complex effects at 5 years, and significant effects of a more predictable nature at 6 years. Results are discussed in terms of children's use of a hierarchy of cues to establish differentiation.

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1992.tb00560.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

In two experiments an attempt was made to determine young children's use of ‘typical’ outlines in their drawings of models. In the first experiment children aged 6, 8 and 10 years were asked to draw heads, bodies and tails of two animals, singly and in concordant and discordant combinations. It was expected that children would use ‘typical’ outlines and that this tendency would be stronger in the younger children. In addition, it was expected that children would adopt a drawing‐by‐parts strategy for the combinations, irrespective of actual viewpoint, resulting in ‘twisted perspective’. The data confirmed these predictions with the exception that there were no age effects. A second experiment, undertaken to resolve the ambiguity in the drawings of one of the model bodies, found that a model with more distinctive contour elicited more typical drawings. The results of the first experiment were strongly confirmed. The relationship of the findings to the phenomenon of size constancy is discussed. An enduring perceptual mechanism is proposed to account for the ‘distortions

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1992.tb00561.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

A sample of 1186 children from 3 to 11 years had to draw a cylinder in one of three different conditions: (1) cylinder lying on its side; (2) cylinder standing up; (3) cylinder freely manipulated by the child. A typology of the drawings is presented which corresponds with an age‐related change. Initially, children produce holistic units, as yet unanalysed. Then a double process is manifest: first, children tend to decompose the units into meaningful subparts in order to encode more information; then the next step consists in re‐composing, from those independent parts, a larger, integrated unit. It is argued that the process of hidden line elimination implies the achievement of this double process: in order for a non‐visible line to be eliminated, it must be considered as a meaningful unit integrated into a larger one. The different experimental conditions led the children to focus on different aspects of its properties thus hindering or facilitating the achievement of the pr

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1992.tb00562.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This experiment investigates the role of the orientation of the drawing surface (horizontal vs. vertical) and the visibility of the model to be reproduced (visible vs. hidden) on children's drawings of partially occluded or fully visible objects placed one behind another. A total of 256 children, aged 5–11 years, were asked to make two drawings of two objects located at different distances from each other along an oblique line with reference to subject's viewing position. Drawings were analysed according to the reproduced inter‐object distance and angular relations between the two objects.Results show that the drawings were closer to the real spatial relations existing in the model on horizontal surfaces and closer to the projected spatial relations on vertical surfaces. Visibility of the model played a role only in interaction with orientation of graphic surface. Paradoxically, when the model remained visible, children who were drawing on a vertical transparent screen had difficulties in rendering the appearance of the scene. The main effects were salient between 7 and 9 years. These findings are discussed in terms of coordination and differentiation of physical and symbolic aspects of graphic surface paralleled by the construction of a unique stable viewpo

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1992.tb00563.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Nursery staff‐child interactions were analysed to determine if adult style varied according to the ethnicity of the child. A series of situations was set up to highlight certain specific educationally important aspects of adult‐child interaction. Individual adults were paired with a Scottish child and an Asian child in counterbalanced order. Across the three situations staff adopted a more controlling style with Asian children; they were moreover less responsive to Asian children than to Scottish children. The implications of these findings for Asian children's educational, language, social and emotional development are discus

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1992.tb00564.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Book reviewed in this article:The Child in the Physical Environment: The Development of Spatial Knowledge and Cognition.ByC. Spencer, M. Blades and K. Morsley.Children's Understanding of Emotion.Edited byCarolyn Saarni&Paul L. Harris.Studies of Psychosocial Risk: The Power of Longitudinal Data.Edited byM. Rutter.Causes of Development: Interdisciplinary Perspectives.Edited byGeorge Buttenvorth&Peter Bryant.Handbook of Developmental Psychopathology.Edited byMichael Lewis&Suzanne M. Miller.An Introduction to the Psychology of Children's Drawings.ByG. V. Thomas&A. M. J. Silk.Cognitive Science and Genetic Epistemology: A Case Study of Understanding.ByDavid Leiser&Christiane Gillièron.The Child's Theory of Mind.ByHenry M. Wellman

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1992.tb00565.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY