Intellectual Realism in Children's Drawings of a Familiar Object With Distinctive Features

Freeman, Norman H; Janikoun, R.

doi:10.1111/j.1467-8624.1972.tb02071.x

Cited by 48 publications

(47 citation statements)

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“…In this study, the author did not use the drawing method, which is commonly used in the relevant literature, but analyzed the written responses of the students instead because they thought students might not be able to depict all their knowledge in drawings, which would reduce the reliability of the analysis. The relevant literature includes many discussions of children's drawings of either what they know or have seen (Beal & Arnold, 1990;Freeman & Janikoun, 1972). This means that it is difficult to determine whether children really know that subject or not by analyzing their drawings, and there might be differences in figures because of mental images (see.…”

Section: Introductionmentioning

confidence: 99%

To what extent do Turkish high school students know about their body organs and organ systems?

Aydın¹

2016

HumanSciences

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This study aimed to determine high school students' familiarity with body organs and knowledge about the systems to which organs belong. It also identifies their misconceptions and deficiencies and discusses their causes. The sample of the study consisted of 244 secondary students. The study used the descriptive survey method. The findings show that the heart, lungs, kidneys and stomach are the best known organs by the students, and that they most often identified organs in the circulatory, respiratory, urinary and digestive systems rather than other systems. In addition, there are no considerable differences between the ninth, tenth, eleventh grade classes and the twelfth grade students' knowledge and misconceptions about organs and organ systems. The most basic misconceptions identified in this study is that a majority of the students who identified the small intestine, liver, pancreas, anus and intestine thought that these organs were parts of the excretory system. In Turkey's educational system, students are taught the urinary system as the excretory system. This leads students to think that these organs are not elements of the digestive system, but those of the excretory system, which is used to defecate the excretions. For this reason, this study will also discuss this situation.

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Section: Introductionmentioning

confidence: 99%

To what extent do Turkish high school students know about their body organs and organ systems?

Aydın¹

2016

HumanSciences

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“…Freeman and Janikoun (1972), for example, found that most young children when asked to draw a cup in front of them that was turned so that the handle was not visible to them nevertheless included the handle in their drawing, thus demonstrating a canonical bias towards the distinguishing feature. Such features, with the same kind of information load, are characteristic of Paleolithic art.…”

Section: Discussionmentioning

confidence: 99%

The First Pictures: Perceptual Foundations of Paleolithic Art

Halverson

1992

Perception

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Abstract. Paleolithic representational art has a number of consistent characteristics: the subjects are almost always animals, depicted without scenic background, usually in profile, and mostly in outline; the means of representation are extremely economical, often consisting of only a few strokes that indicate the salient features of the animal which are sufficient to suggest the whole form; and it i s naturalistic to a degree, but lacks anything like photographic realism. Two elementary questions are raised in this essay: (i) why did the earliest known attempts at depiction have just these characteristics and not others? and (ii) how are objects so minimally represented recognizable? The answers seem to lie with certain fundamental features of visual perception, especially figure-ground distinction, Gestalt principles of closure and good continuation, line surrogacy, component feature analysis, and canonical imaging. In the earliest pictures the graphic means used are such that they evoke the same visual responses as those involved in the perception of real-world forms, but eschew redundancies of color, texture, linear perspective, and completeness of representation.

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“…Ono mora da prizove i aktivno obrađuje konceptualne i percipirane komponente prizora koje želi da predstavi, ali i da inkorporira percipirane delove u adekvatne grafičke sheme. Takođe, mora da konstantno prati i unapred planira kako će prostorno koordinisati i rasporediti grafičke elemente na papir da bi postiglo što realističniji izgled scene u kojoj akter vrši određenu aktivnost (Freeman & Janikoun, 1972).…”

Section: тAbela 5 -Rezultati Procene Reprezentacije Akcije Kod Dece Punclassified

10.5937/specedreh13-6665 = Dynamic drawing characteristics of preschool and younger school age children

Cvetković¹

2014

Spec eduk i rehabilitacija

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Univerzitet u Beogradu UVODCrteži predstavljaju bogat izvor informacija o karakteristikama razvoja dečjeg mišljenja, a često su bili i predmet analize studija koje su imale za cilj rasvetljavanje mehanizama koji se nalaze u osnovi dečjeg kognitivnog, motoričkog, perceptivnog i emocionalnog razvoja (Del Giudice et al., 2000; 1 E-mail: anamarija16@hotmail.com 2 Student Doktorskih akademskih studija

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Intellectual Realism in Children's Drawings of a Familiar Object With Distinctive Features

Cited by 48 publications

References 1 publication

To what extent do Turkish high school students know about their body organs and organ systems?

To what extent do Turkish high school students know about their body organs and organ systems?

The First Pictures: Perceptual Foundations of Paleolithic Art

10.5937/specedreh13-6665 = Dynamic drawing characteristics of preschool and younger school age children

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