Etude expérimentale sur la formation des schèmes empiriques

Vurpillot, Éliane; Brault, Héloïse

doi:10.3406/psy.1959.6639

Cited by 9 publications

(4 citation statements)

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“…In a paradigm similar to Mills (1986), Experiment 2 examines the influence of language on gender identification in children (5-7 years old and 8-10 years old) and adults, using cartoon depictions of nonhuman species and inanimate objects. The representation of an object rich in idiosyncratic attributes is important for the perceptual processing of participants between ages 5 and 7 (Vurpillot & Brault, 1959). Thus, cartoons, highlighting the specific aspects of the objects represented, were employed.…”

Section: Methodsmentioning

confidence: 99%

How a Language Gender System Creeps into Perception

Flaherty

2001

Journal of Cross-Cultural Psychology

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The influence of a gender system in a language on perception was examined in a cross-cultural study. Participants were from two language groups, one with a gender system, Spanish, and the other with a limited gender system, English. In each language group, participants were from three age groups: 5-7 years old, 8-10 years old, and adult. In one experiment, participants were asked to put a typical male or female name to 20 objects. In another experiment, participants were asked to assign attributes to the objects. Language gender tags influenced the Spanish adults and the 8- to 10-year-olds in their choice of gender assignment, whereas perceived attributes influenced the younger Spanish children and English speakers (both adults and children). It appears that in a language with a grammatical gender system, such as Spanish, the gender system creeps into perception after the gender tags have been acquired.

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Section: Methodsmentioning

confidence: 99%

How a Language Gender System Creeps into Perception

Flaherty

2001

Journal of Cross-Cultural Psychology

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“…She believes that in the most incomplete representations of Gollin's pictures very few of the distinctive features of the objects were preserved. To support her contentions, she cites studies demonstrating that both adults and children find caricatures and cartoons with few lines easier to identify than pictures or photographs with many lines and details (Fraisse & Elkin, 1963;Gardner & Wallach, 1965;Ryan & Schwartz, 1956;Vurpillot & Brault, 1959). According to Gibson, cartoons and caricatures do not result from random fragmentations, but from the elimination of irrelevant detail and the enhancement of relevant detail.…”

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confidence: 99%

Effects of distinctive features on recognition of incomplete pictures.

Murray¹,

Szymczyk²

1978

Developmental Psychology

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Two experiments were conducted to determine the effects of distinctive features on recognition of incomplete pictures. Two sets of fragmented picture stimuli were designed: Set A preserved 75% and Set B preserved 25% of the distinctive features of the objects pictured. Within each set of stimuli, a complete (C), an intermediate (I), and a most incomplete (MI) representation of the objects was constructed. In the first experiment, 60 subjects of three different age groups were tested on the MI representations of either Set A or Set B. Results indicate significant differences in the age groups and in stimulus sets. In the second experiment, 36 children were trained on either the C or the I Set A or the I Set B representations. After a day's delay, the children were tested on Set A or Set B MI representations of the objects and to novel representations. Results showed significant differences among training conditions and in the test of the stimulus sets. The concepts of filtering and abstraction of distinctive features as discussed in 1969 by Gibson are mainly used in interpreting the results of the experiments.

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“…Deregowski (1973) has suggested that symmetry is desirable when drawings are used as mnemonics or marks for identifying the objects on which they occur but not when the drawings are descriptions of depicted objects. Vurpillot and Brault (1959) found, when they asked children to choose which of several views taken from various orientations were most fike the objects represented, that the older children chose three-quarter views more often than ones showing a single side, and suggested that this was because the less symmetrical views were more informative. Szlichcinski (1980b, in press) found that people located controls on a panel and operated them more rapidly from slides showing a three-quarter view of the control than from ones showing more symmetrical front or side views.…”

Section: Factors Governing the Design Of Purely Illustrative Picturesmentioning

confidence: 99%

Diagrams and illustrations as aids to problem solving

Szlichcinski¹

1979

Instr Sci

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The psychological literature relating to factors which should be taken into account in the design of illustrations and pictorial instructions as aids to problem solving is reviewed. The problem solver can invoke a wide range of strategies for using pictorial materials to achieve his goal, although pictorial instructions which indicate how to perform actions place a tighter constraint on the choice of strategy than illustrations showing only states to be attained. The designer must make his graphics compatible with as wide a range of strategies for using them as possible while building on the knowledge the problem solver already possesses. "Problem Solving" is a term which has been used very freely to describe any cognitive activity for which the goal but not the means for obtaining it are initially specified. The problem solver has a more or less well defined set of operations which he can perform to change the problem situation, with the objective of eventually reaching a state which he recognises as a solution (Simon and Hayes, 1976). The choice of operations to be performed is likely to be governed by some kind of strategy, which may indicate desirable intermediate positions to be attained; what is done at each stage, however, will depend on the outcome of previous steps and the progress they have brought towards the intermediate or ultimate solution. Problem solving encompasses a wide range of activities, and the ways in which pictorial materials can help are equally varied. They can be used to answer specific questions arising during the course of problem solving activities, or provide specific items of information, as Barnard and Marcel (1978) observed, and they can influence the type of problem solving strategy adopted which will, in its turn, determine what specific information is sought (Szlichcinski, 1978). Indeed, when the instructions for performing a task are presented in pictorial form, understanding the instructions to perform the task becomes a complete problem solving activity in itself (Simon and Hayes, 1976), an interactive process in which the user makes a series of references to the instructions, the information sought depending on the outcome, successful or unsuccessful, of previous consultations.

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Etude expérimentale sur la formation des schèmes empiriques

Cited by 9 publications

References 0 publications

How a Language Gender System Creeps into Perception

How a Language Gender System Creeps into Perception

Effects of distinctive features on recognition of incomplete pictures.

Diagrams and illustrations as aids to problem solving

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