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SPATIAL TRANSFORMATIONS AND SELF-INITIATED ACTIVE MOVEMENT: A DEVELOPMENTAL STUDY
Title
SPATIAL TRANSFORMATIONS AND SELF-INITIATED ACTIVE MOVEMENT: A DEVELOPMENTAL STUDY.
Creator
SULLIVAN, MARJORIE ANN., Florida Atlantic University
Abstract/Description
A spatial transformation task was administered to two groups of children under one of three conditions: active subject-movement, passive subject-movement and stimulus array-rotation. In the younger group (5-7 years) subjects did significantly better in the active subject-movement than in the array-rotation condition. The active-passive distinction was not significant. Performance improved significantly with age. While there were no statistically significant differences between conditions in...
Show moreA spatial transformation task was administered to two groups of children under one of three conditions: active subject-movement, passive subject-movement and stimulus array-rotation. In the younger group (5-7 years) subjects did significantly better in the active subject-movement than in the array-rotation condition. The active-passive distinction was not significant. Performance improved significantly with age. While there were no statistically significant differences between conditions in the older group (8-9 years), a trend toward reversal in level of difficulty between the array-rotation and subject-move conditions was noted. These findings were related to possible differences between young, pre-operational children who depend on topological cues and a stable relationship between the stimulus and the external background context and older, concrete operational children for whom spatial concepts are internalized such that actual movement might compete with imagined movement. Significant sex differences, favoring boys, emerged in the older group.
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Date Issued
1977
PURL
http://purl.flvc.org/fcla/dt/13897
Subject Headings
Space perception in children
Format
Document (PDF)
"OBLIQUE EFFECT" IN THE SPATIAL REPRESENTATION OF CHILDREN FOR THE HORIZONTAL AND VERTICAL PLANE
Title
THE "OBLIQUE EFFECT" IN THE SPATIAL REPRESENTATION OF CHILDREN FOR THE HORIZONTAL AND VERTICAL PLANE.
Creator
HILTON, THOMAS FREDERICK, Florida Atlantic University
Abstract/Description
The effect of stimulus plane orientation (horizontal vs vertical) on mirror-image oblique discrimination was investigated for children 5 to 8 years of age. A significant difference in learning rate favoring the vertical plane presentation was obtained. Tracing the stimuli had no effect on learning rate in either the horizontal or vertical plane. The results were explained in terms of egocentricity in the child's representation of spatial relations.
Date Issued
1976
PURL
http://purl.flvc.org/fcla/dt/13827
Subject Headings
Orientation (Psychology), Discrimination learning, Mirror images, Space perception in children
Format
Document (PDF)
Creativity in an arts integrated third space: a case study of elementary school students in an international collaboration
Title
Creativity in an arts integrated third space: a case study of elementary school students in an international collaboration.
Creator
Hyatt, Susan, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative case study examined the impact of an arts integrated international collaboration on elementary school students’ creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students’ creativity when engaged in arts...
Show moreThis qualitative case study examined the impact of an arts integrated international collaboration on elementary school students’ creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students’ creativity when engaged in arts-integrated international collaboration. The findings for the first question were: 1. Students and teaching artists view creativity as a process that is reflexive and engaging, 2. When reflecting on their work, students and teaching artists see creativity as an interplay of ideas and are open to and capable of modifying their ideas to achieve creative results, 3. Creative work is relative to the individual and is directly correlated to both originality and effort, 4. Students and teaching artists value creativity as a means for both self-expression and communication, 5. A collaborative environment sets the stage for creative behavior in terms of inviting feedback, providing constructive criticism, and sharing ideas. For the second question relating to impact, the two findings were: 1. Teaching and learning in the third space becomes a recursive process, and 2. Students work in new modes of communication in order to bridge cultures.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004293, http://purl.flvc.org/fau/fd/FA00004293
Subject Headings
Arts -- Study and teaching (Elementary) -- Case studies, Creative thinking in children -- Case studies, Curriculum planning -- Case studies, Group work in education -- Case studies, Interdisciplinary approach in education -- Case studies, Space perception -- Case studies, Virtual reality -- Case studies
Format
Document (PDF)