Literaturnachweis - Detailanzeige
| Autor/inn/en | Thomas, Glyn V.; und weitere |
|---|---|
| Titel | How Children View Pictures: Children's Responses to Pictures as Things in Themselves and as Representations of Something Else. |
| Quelle | In: Cognitive Development, 9 (1994) 2, S.141-64 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0885-2014 |
| Schlagwörter | Concept Formation; Discrimination Learning; Early Childhood Education; Phenomenology; Preschool Children; Shift Studies; Visual Discrimination; Visual Perception Concept learning; Begriffsbildung; Lernen; Lernprozess; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Phenomenological psychology; Phänomenologie; Psychologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schichtunterricht; Visuelle Wahrnehmung |
| Abstract | Noting that children who can easily categorize a picture in terms of what it depicts may have difficulty understanding the picture as a representation or thing in itself, four experiments with children around four years old examined their responses to pictures as things in themselves. Results showed that some children had difficulty understanding that a picture has two identities. (TJQ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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