A sample of 1186 children from 3 to 11 years had to draw a cylinder in one of three different conditions: (1) cylinder lying on its side; (2) cylinder standing up; (3) cylinder freely manipulated by the child. A typology of the drawings is presented which corresponds with an age‐related change. Initially, children produce holistic units, as yet unanalysed. Then a double process is manifest: first, children tend to decompose the units into meaningful subparts in order to encode more information; then the next step consists in re‐composing, from those independent parts, a larger, integrated unit. It is argued that the process of hidden line elimination implies the achievement of this double process: in order for a non‐visible line to be eliminated, it must be considered as a meaningful unit integrated into a larger one. The different experimental conditions led the children to focus on different aspects of its properties thus hindering or facilitating the achievement of the process.
Résultats de recherches expérimentales sur la représentation du cube chez l'enfant de 3 à 11 ans. Analyse des diverses représentations et manipulations, leur articulation et les erreurs de l'enfant. Les interventions pédagogiques.
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