Children's Symbolic Understanding of a Digital, Three-Dimensional, Interactive Image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva)
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| Title: | Children's Symbolic Understanding of a Digital, Three-Dimensional, Interactive Image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva) |
|---|---|
| Language: | English Spanish |
| Authors: | Sartori, Mariana (ORCID |
| Source: | Journal for the Study of Education and Development. 2022 45(2):351-381. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Multilingual/Bilingual Materials Reports - Research |
| Descriptors: | Young Children, Spatial Ability, Geometric Concepts, Depth Perception, Interaction, Visual Stimuli, Electronic Publishing, Computer Mediated Communication, Concept Formation, Symbolic Learning, Age Differences, Change, Instruction |
| DOI: | 10.1080/02103702.2021.1989648 |
| ISSN: | 0210-3702 1578-4126 |
| Abstract: | Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1364730 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1364730 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Children's Symbolic Understanding of a Digital, Three-Dimensional, Interactive Image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva) – Name: Language Label: Language Group: Lang Data: English<br />Spanish – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sartori%2C+Mariana%22">Sartori, Mariana</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6921-5462">0000-0001-6921-5462</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peralta%2C+Olga%22">Peralta, Olga</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6425-9164">0000-0002-6425-9164</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Study+of+Education+and+Development%22"><i>Journal for the Study of Education and Development</i></searchLink>. 2022 45(2):351-381. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 31 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Multilingual/Bilingual Materials<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Geometric+Concepts%22">Geometric Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Depth+Perception%22">Depth Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Symbolic+Learning%22">Symbolic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/02103702.2021.1989648 – Name: ISSN Label: ISSN Group: ISSN Data: 0210-3702<br />1578-4126 – Name: Abstract Label: Abstract Group: Ab Data: Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1364730 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1364730 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02103702.2021.1989648 Languages: – Text: English – Text: Spanish PhysicalDescription: Pagination: PageCount: 31 StartPage: 351 Subjects: – SubjectFull: Young Children Type: general – SubjectFull: Spatial Ability Type: general – SubjectFull: Geometric Concepts Type: general – SubjectFull: Depth Perception Type: general – SubjectFull: Interaction Type: general – SubjectFull: Visual Stimuli Type: general – SubjectFull: Electronic Publishing Type: general – SubjectFull: Computer Mediated Communication Type: general – SubjectFull: Concept Formation Type: general – SubjectFull: Symbolic Learning Type: general – SubjectFull: Age Differences Type: general – SubjectFull: Change Type: general – SubjectFull: Instruction Type: general Titles: – TitleFull: Children's Symbolic Understanding of a Digital, Three-Dimensional, Interactive Image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sartori, Mariana – PersonEntity: Name: NameFull: Peralta, Olga IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0210-3702 – Type: issn-electronic Value: 1578-4126 Numbering: – Type: volume Value: 45 – Type: issue Value: 2 Titles: – TitleFull: Journal for the Study of Education and Development Type: main |
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