Drawing as a Unique Mental Development Tool for Young Children: Interpersonal and Intrapersonal Dialogues

2005 ◽  
Vol 6 (1) ◽  
pp. 80-91 ◽  
Author(s):  
Margaret Brooks
Keyword(s):  
Young Children ◽  
Learning Community ◽  
Detailed Analysis ◽  
Prior Knowledge ◽  
Mental Development ◽  
Social Constructionist ◽  
Development Tool ◽  
Construct Meaning

Using examples from children drawing in a year one classroom, this article examines firstly, how drawing operates as a unique mental tool, and secondly, the role of drawing in the construction and development of knowledge. Young children utilize prior knowledge and experience to negotiate and construct meaning through their interactions with people and artifacts in the learning community. Using a Vygotskian, social constructionist framework, a detailed analysis of interpersonal drawing dialogues is extended to include children's intrapersonal dialogic engagement with their drawing. When these children were encouraged to revisit, revise and dialogue through and with their drawing, they were able to explore and represent increasingly complex ideas.

Young children's understanding of the cognitive verb forget

1997 ◽  
Vol 24 (1) ◽  
pp. 57-79 ◽  
Author(s):  
ROSLYN HILL ◽  
GLYN M. COLLIS ◽  
VICKY A. LEWIS
Keyword(s):  
Young Children ◽  
Prior Knowledge ◽  
Processing Capacity ◽  
Prior Intention ◽  
Representation Of Knowledge

Investigation of children's understanding of the cognitive verb forget has shown that young children do not consider the role of prior knowledge when using this verb. Thus, someone may be said to have forgotten a fact despite not ever having previously known it. However, forget can also be used to refer to a failure to recall a prior intention. Three experiments examined the role of prior intention as well as prior knowledge in the comprehension of forget by 160 young children aged four to eight years. The results showed that children initially have two interpretations of forget: as an unfulfilled desire rather than a failure to recall a prior intention, and as a state of not knowing rather than a failure to recall prior knowledge. Explanations for the late comprehension of forget are discussed in terms of representation of knowledge and intention, processing capacity and exposure to pragmatic usages.

Developmental foundations of externalizing problems in young children: The role of effortful control

2002 ◽  
Author(s):  
Sheryl L. Olson ◽  
Arnold J. Sameroff ◽  
David C. Kerr ◽  
Nestor L. Lopez
Keyword(s):  
Young Children ◽  
Externalizing Problems ◽  
Effortful Control

Inferences and Confidence in Warning Texts: The Role of Age and Prior Knowledge

2007 ◽  
Author(s):  
Anne E. Adams ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Prior Knowledge

scholarly journals Psychosocial Obstacles in Young Children Argumentative Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 224
Author(s):  
Josephine Convertini
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Social Dynamics ◽  
Learning Processes ◽  
Self Perception ◽  
Complex Activity ◽  
Group I

Argumentation is an important aspect in the field of education because of its impact on learning processes. At the same time, argumentation is a complex activity in terms of cognitive, relational, emotional and social dynamics. In this paper, I investigate and I describe possible difficulties encountered by children during the argumentative process. The study involves 25 preschool children at a kindergarten engaged in three building tasks. The tasks were video-recorded and the argumentative discussions transcribed. For the aim of this paper, I analyze how argumentation are distributed among participants. I select interactions in which participants apparently do not argue or there are differences in the degree of argumentative participation between participants of the same group. I analyze these interactions and moments of impasse in the argumentative steps. The findings show how the simplicity of solving the task (e.g., when children do not encounter any problem in completing the activity) and the children’s self-perception of their competences in solving the task may have an impact on argumentation activities. Moreover, this perception is co-constructed by children within the interaction. The study contributes to the line of research on designing argumentation and highlights the role of the adult in managing children’s interactions.

Reducing misperceptions through news stories with data visualization: The role of readers’ prior knowledge and prior beliefs

Journalism ◽  
2021 ◽  
pp. 146488492110287
Author(s):  
Paul Mena
Keyword(s):  
Experimental Design ◽  
Prior Knowledge ◽  
Data Visualization ◽  
Accurate Information ◽  
Graphical Representations ◽  
Prior Beliefs ◽  
News Stories ◽  
Issue Involvement

Amid the global discussion on ways to fight misinformation, journalists have been writing stories with graphical representations of data to expose misperceptions and provide readers with more accurate information. Employing an experimental design, this study explored to what extent news stories correcting misperceptions are effective in reducing them when the stories include data visualization and how influential readers’ prior beliefs, issue involvement and prior knowledge may be in that context. The study found that the presence of data visualization in news articles correcting misperceptions significantly enhanced the reduction of misperceptions among news readers with less than average prior knowledge about an issue. In addition, it was found that prior beliefs had a significant effect on news readers’ misperceptions regardless of the presence or absence of data visualization. In this way, this research offers some support for the notion that data visualization may be useful to decrease misperceptions under certain circumstances.

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