The following work provides a psychoanalytic exploration of the contribution of images to the psychological development of children, and their consequent impact on adult communication with both the self and the other. To begin, Jean Piaget's stage theory regarding the cognitive and perceptual development of infants is studied. Its consideration and critique allow me to establish the tenets which I wish to guide my work. For instance, while Piaget proposed the importance of sight in the development of children, he did not effectively distinguish vision, and its product visual imagery, from the conceptual framework of the written and spoken word. Thus, much like classical sociologists more generally, he was unable to assess imagery as a distinct form of communication and as a result subjected its character, role, and importance to misinterpretation. Its strong connection to the unconscious was at once underestimated and used as a means to undermine the intellectual complexity and significance of imagery. / To further highlight the importance of visual imagery in the life of both child and adult in chapter 3 I examine the dominant manners in which imagery, primarily through the unconscious, influences and stabilizes our psyche. I have distinguished three forms of psychic activity through visual imagery; (1) simple fantasy, (2) complex fantasy, and (3) dreams. These processes are used at different times and for different reasons as demanded by the need to maintain a healthy balance within the id and the ego, between the two, and with others in one's social sphere. Sigmund Freud, Carl Jung, D. W. Winnicott and Charles Rycroft are among those theorists used to develop these thoughts. (Abstract shortened by UMI.)

No description available.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (Ed. D.)--Lehigh University, 1997. / Includes vita. Includes bibliographical references (leaves 94-106).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1982. / Source: Masters Abstracts International, Volume: 45-06, page: 2766.

The search for evidence of cognitive abilities in young children that have been previously detected only in the performance of older children and adults has been a target of study by many cognitive developmental psychologists. Early competency views suggest that aspects of cognitive fundamentals are present very early in life and are in some aspects developmentally invariant. Often, the focus of research is on the delineation of the constraints which direct and restrict deployment of early intellectual abilities to illuminate the regularities and patterns in observed developmental change. The purpose of this research was to examine children's proficiency with mental rotation tasks that involved the reorientation of complex multi-component stimuli. Specifically, the existence of stimulus effect and determination of which stimulus components prove problematic under taxing performance conditions was investigated. Sixteen students, eight first graders and eight third graders, participated in a two-choice discrimination task. Each student was assessed individually on 360 test trials in eight 20-minute sessions. Three test conditions included (1) perception, (2) memory, and (3) rotation. Two multi-component stimuli were used in which the experimenter-defined components included (A) an external protrusion on the edge of a circle, and (B) an internal axis system within the interior of the circle. The two stimuli varied in the placement of the internal axes which was either orthogonally or obliquely orientated. Test items in the memory and the rotation conditions included stimuli orthogonally oriented (90°, 180°, 270°) obliquely oriented (45°, 135°, 225°, 315°). Error scores were analyzed in a four-way analysis of variance. A main effect for foil type was found significant with axis foils being more difficult than protrusion foils. Furthermore, a significant four-way interaction effect was detected indicating that as stimulus characteristics and task demands increased in difficulty, performance declined particularly for the younger age group.

Growth is a property that is unique to living things. Studies demonstrate that even preschool children use growth to determine whether objects are alive. However, little identifies explanations that children use to attribute growth. The goal of the present study was to investigate how people reason about growth. We hypothesized that older children would outperform younger children in understanding that growth is inevitable for living things, while adults would consistently perform at ceiling levels. Our hypothesis was partially supported. Although adults consistently outperformed children, older children rarely outperformed younger children. Still, both younger and older children performed above chance in attributing growth. Moreover, all participants were more likely to use biological explanations to explain growth. Taken together, this research qualifies the early hypotheses of Piaget (1929) and Carey (1985) that children lack a well developed biological domain before age nine, but suggests that a biological domain, though less developed, is present. Based on these findings, implications for more efficient approaches to science education are discussed. / by Aquilla D. Copeland. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

The purpose of this research was to examine children's unmanipulated self-reports of their internalized representation of numbers and the relationship of the spatio-organizational patterns that are represented by the children's drawings to children's ability to solve basic addition problems. Also of interest were possible changes that occurred in children's spatio-organizational patterns as a result of age, mathematics achievement or gender. It was hypothesized that children whose drawings demonstrated more structured spatio-organizational patterns would achieve a higher number of correct answers on a timed test of basic addition problems. It was also hypothesized that the structure of the spatio-organizational patterns that children drew would be influenced by age, gender and mathematics achievement. The results of this exploratory study of children’s unmanipulated internalized constructs of number provided some interesting results. The children were asked to image specific numbers of dots for numerals from 4 through 13 and then to draw a representation of their images. The representations were categorized according to the structure of spatio-organizational patterns. The analyses revealed that the patterns had more structure for older children. Multiple regression analyses also indicated that the correctness of the cardinality of the number of dots imaged was the most frequently occurring variable that had a significant effect on the Imagery Scores. Less than five of more than 450 students expressed any difficulty with the imagery task and then only as it related to one of the ten numerals they were asked to image. The students were asked to image at the foundational level of imagery--reproductive imagery (Piaget & Inhelder, 1971). Because the research task developed for the students did not involve anticipatory images, those requiring transformations or movement, these imaging tasks were not influenced by the children's IQ or mathematics achievement. According to Piaget and Inhelder, children's ability to use anticipatory images indicates that children are developing an operational understanding and use of imagery. The children in this study were not asked to do anticipatory imaging. This may account for the negative relationship of the Imagery Scores to the fifth-grade students’ math percentile scores and the positive relationship between Imagery scores and mathematics percentile scores for the primary level students. The imagery tasks requested of the students were not of sufficient difficulty to relate to any mathematical operations or logio-mathematical thinking for older children. The ability of children to produce reproductive images which have varying degrees of spatio-organizational patterns was demonstrated by this study. Future studies need to address the higher level of anticipatory images. If students were asked to image a specific number of dots and then to image adding another quantity of dots to the original image, would the spatio-organizational patterns used by children in this transformation process change or transform the image? Are there specific spatio-organizational patterns that more easily allow children to develop anticipatory images that use mathematical operations? Are there children who have developed static reproductive images, and as a result, have created internalized constructs that inhibit their future understanding and development of higher level mathematical concepts? / Ed. D.

The aim of this study was to critically examine the role and function of emotions in primary school children's meaningful learning. Emotions that are commonly experienced by primary school children were identified and an indication was given of how they relate to meaningful learning. Factors that affect both emotions and meaningful learning were also discussed. In an empirical investigation that was undertaken, it was found that emotions influence meaningful learning of primary school children either positively or negatively. The following emotions pointed to both positive and negative significant correlations with regard to meaningful learning: anger, aggression, anxiety, fear, love, joy and affection. Factors like family size, gender and the environment (life world of primary school children) also influence meaningful learning. / Psychology of Education / M.Ed.(Psychology of Education)

The aim of this study was to critically examine the role and function of emotions in primary school children's meaningful learning. Emotions that are commonly experienced by primary school children were identified and an indication was given of how they relate to meaningful learning. Factors that affect both emotions and meaningful learning were also discussed. In an empirical investigation that was undertaken, it was found that emotions influence meaningful learning of primary school children either positively or negatively. The following emotions pointed to both positive and negative significant correlations with regard to meaningful learning: anger, aggression, anxiety, fear, love, joy and affection. Factors like family size, gender and the environment (life world of primary school children) also influence meaningful learning. / Psychology of Education / M.Ed.(Psychology of Education)