The Interaction of Stimulus Orientation and Age.

Autor/inn/en	Meyer, William J.; Dwyer, Michael
Titel	The Interaction of Stimulus Orientation and Age.
Quelle	(1970), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Cognitive Development; Discrimination Learning; Early Childhood Education; Eye Fixations; Eye Movements; Middle Class; Perceptual Development; Preschool Children; Research; Research Methodology; Visual Perception; Visual Stimuli + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Lernen; Lernprozess; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Augenbewegung; Mittelschicht; Wahrnehmungsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschung; Research method; Forschungsmethode; Visuelle Wahrnehmung
Abstract	This study examined age differences in children's visual fixation and search strategies of two dimensional visual stimuli. The hypotheses tested were: (1) that no age differences exist in general search strategies regardless of stimuli position, (2) that age differences could be expected with respect to the number and duration of visual fixations, and (3) that older children, because they presumably have more experience with the properties of two-dimensional representations, will evidence fewer fixations and shorter fixation duration. Subjects were 18 middle class children, nine in the young group (mean age 3 years 7 months) and nine in the old group (mean age 4 years 10 months). Stimuli were a triangle and a keyhole shape. The corneal reflection and the stimulus were simultaneously recorded on film. The stimuli were presented twice to each child in each orientation (focal point up and focal point down), with order of stimuli randomly determined. Data were recorded and translated into a computer program, and two components of the data were examined: fixation densities and duration of fixations. In general, these analyses seem to suggest that older children make somewhat more fixations on the focal point and discriminative features of the stimuli and that they, like the younger children, find the focal point more compelling when it appears at the bottom. The study is discussed in relation to similar experiments conducted by Ghent-Braine and others. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC