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Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpeLampen, Christine Erna 04 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The study of three-dimensional boxes is widely regarded as a suitable topic for entry-level
geometry. In order to inform teaching and curriculum design this study takes children's intuitive
knowledge of boxes as point of departure to research the following aspects:
• the meaning children assign to boxes
• children's ability to create and manipulate mental images
• children's strategies to solve a three dimensional construction problem
• possible age and gender differences
• the role of measurement
• possible links with Van Hiele's thought levels
Revised clinical interviews were conducted with groups of six to ten children. Each child could
select an object from a set provided by the researcher and had to build a box from cardboard into
which the object could fit. The problem-solving processes were captured on video. The children's
boxes, verbal utterences and overt manipulation of the materials as well as the empirical referent
objects were analised. The researcher made use of grounded theory procedure to analise and
categorise the data.
The research indicates that young children are not necessarily aware of the shape and structural
properties of three-dimensional boxes. It is also evident that children's ability to represent
properties of shape of boxes through language, drawing and hand movements does not necessarily
indicate adequate understanding of the structural properties of boxes to enable them to build a box
from two-dimensional materials. The research further indicates that aspects of representation that
are judged to be based on lack of knowledge of conventions in a medium such as drawing, may
have deeper intuitive and conceptual roots. An alternative view of childrens spatial/geometric
thought on VanHiele level 0 is described based on their assignment of meaning to geometric
tasks. / AFRIKAANSE OPSOMMING: Drie-dimensionele houers word allerweë as geskikte konteks vir aanvangsmeetkunde-onderrig
beskou. In hierdie studie word kinders se intuïtiewe begrip van alledaagse houers of bokse as
vertrekpunt gebruik om die volgende aspekte te ondersoek met die oog daarop om inligting te
bekom vir kurrikulering:
• die betekenis wat kinders aan bokse (as meetkundige objekte) toeken
• kinders se vermoë om 'n denkbeeld te skep en te manipuleer
• kinders se strategieë om 'n drie-dimensionele konstruksieprobleem op te los
• moontlike ouderdoms- en geslagsverskille
• die rol wat meting speel wanneer 'n drie-dimensionele konstruksieprobleem opgelos word
• moontlike ooreenkomste met Van Hiele-denkvlakke
'n Taakgerigte ondersoek (revised clinical interview) is met groepies van ses tot tien kinders op 'n
slag gedoen. Elke kind kon 'n voorwerp kies uit 'n versameling en moes 'n houer of boks uit
karton bou waarin die voorwerp kon pas. Die probleemoplossingsproses is met 'n videokamera
afgeneem. Die kinders se voltooide houers, taaluitinge en overte hantering van die empiriese
verwysingsvoorwerpe en die materiaal waarmee hulle gewerk het, is as data ontleed. Die navorser
het gebruik gemaak van die analitiese prosesse wat beskryf word as begronde teorie-ontwikkeling
om die data te ontleed en te kategoriseer.
Die navorsmg hat aangetoon dat jong kinders nie noodwending bewus is van die vorm- en
strukturele eienskappe van drie-dimensionele houers nie. Verder is dit duidelik dat kinders se
voorstellings van veral vormeienskappe van houers deur middel van taal, handbewegings en
tekeninge, nie impliseer dat hulle die nodige begrip van die struktuur het om so 'n houer uit tweedimensionele
materiaal te kan vervaardig nie. Die navorsing het verder aan die lig gebring dat
aspekte van kinders se ruimtelike kennis wat voorheen as aanduiding van gebrekkige kennis van
konvensies beskou is, moontlik dieper konseptuele wortels het. 'n Alternatiewe beskouing van
kinders se ruimtelik-meetkundige denke op Van Hiele Vlak 0 word ook voorgestel. Read more
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Die gebruik van die Beery-ontwikkelingstoets en die Natekentoets as meetinstrumente van visueel-motoriese integrasie by 'n groep voorskoolse kindersVorster, Marie-Helene 12 1900 (has links)
Tesis (MA)--Stellenbosch University, 1994. / ENGLISH ABSTRACT: Visual-motor integration plays an important role in the development of a child. Developmental
deficits in this area can, for example, be detrimental to a child's school-readiness or scholastic
achievements. Visual-motor integration problems should be diagnosed as early as possible so that
remediation can take place. The American Beery Developmental Test for Visual-Motor Integration
(VMI) is widely used as a screening technique for visual-motor abilities by psychologists,
occupational therapists, educators and remedial teachers in South Africa.
In order to determine whether this American standardised test offers valid results for a group of
South African subjects, the results of children in the VMI:1982 and VMI:1989 were compared to their
results in the South African Copying Test. A sample of 40 pre-school children from a pre-primary
school in Stellenbosch were selected. Only children with normal visual acuity, who had not
undergone an occupational therapy evaluation, or school readiness test, during the previous three
months, were included in the sample.
A significant relationship was found between the results of the VMI:1982 and VMI:1989. The results
of both the VMI:1982 and VMI:1989 correlated significantly with the results of the Copying Test.
Performance in the tests correlated with chronological age as well as teacher evaluation of ability
development. lt was concluded that the VMI may be regarded as a valid test of visual-motor
integration in the group of subjects studied. lt is recommended that future studies including children
from all cultural groups in South Africa should also be undertaken. / AFRIKAANSE OPSOMMING: Visueel-motoriese integrasie speel 'n belangrike rol in die ontwikkeling van die kind.
Ontwikkelingsagterstande in hierdie area kan byvoorbeeld 'n kind se skoolgereedheid of skolastiese
prestasie nadelig be"invloed. Probleme ten opsigte van visueel-motoriese integrasie behoort so vroeg
as moontlik opgespoor te word sodat remediering kan geskied. Die Amerikaanse BeeryOntwikkelingstoets
vir Visueei-Motoriese lntegrasie {VMI) word in Suid-Afrika wyd deur sielkundiges,
arbeidsterapeute, opvoedkundiges en remedierende onderwysers benut vir die evaluering van
visueel-motoriese vaardighede.
Om te bepaal of hierdie Amerikaans gestandaardiseerde toets geldige resultate vir 'n groep SuidAfrikaanse
toetslinge !ewer, is die prestasies van kinders in die VMI:1982, sowel as die VMI:1989
met hul prestasies in die Suid-Afrikaanse Natekentoets vergelyk. 'n Steekproef van 40 voorskoolse
kinders uit 'n pre-primere skool op Stellenbosch is gekies. Slegs kinders met normale gesigskerpte,
en diegene wat nie gedurende die vorige drie maande 'n arbeidsterapie- of
skoolgereedheidsevaluering ondergaan het nie, is by die ondersoek ingesluit.
Beduidende korrelasies is tussen die VMI:1982-resultate en VM1:1989-resultate bevind. Die resultate
van beide die VMI:1982 en VMI:1989 het beduidend met die van die Natekentoets gekorreleer.
Prestasie in die toetse het met kronologiese ouderdom, sowel as onderwyser-beoordelings van
vaardigheidsontwikkeling, gekorreleer. Daar is tot die gevolgtrekking gekom dat die VMI wel geldige
resultate in die geval van hierdie spesifieke ondersoekgroep gelewer het. Verdere navorsing, wat
oak kinders uit alle kultuurgroepe in Suid-Afrika insluit, word aanbeveel. Read more
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Des effets d'un entraînement raisonné et progressif sur la capacité d'observation du jeune enfant: étude expérimentaleLeclercq, Huguette January 1966 (has links)
Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished
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Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie.Schoeman, Olivier Johannes 01 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel
gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds
vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek
aan die hand van sewe internasionaal erkende psigometriese toetse.
Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die
huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die
toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse
was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die
bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se
prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van
terapie te bepaal.
Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige
sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper
imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die
Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel
gestremdes onderskei, bevestig. Die toets se geldigheid vir
Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal.
Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>,
van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie
en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32
wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel
afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom,
huistaal, sosio-ekonomiese status en skoolstanderd.
Eksperimentele leerlinge het visuele terapie in n breer groepsverband
vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel.
Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp.
t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille
tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe.
Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende
resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van
visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te
stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot
'n oorhoofse verbetering in konseptualisering en intellektuele ryping by
die groep wat terapie voltooi het. Skrif was die enigste vak wat by
dieselfde groep beduidend verbeter het. Hierdie resultaat is egter
twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually
impaired pupils as a subgroup of the learning disabled, has been a
controversy far decades. This controversy was investigated by means of
seven internationally recognised psychometric tests. The internal
consistency coefficients of these tests for the present study ranged from
0,62 to 0,95. A factor analysis of test intercorrelations revealed a
common factor. Six tests were primarily visual perceptual, whilst the
Goodenough (1926) scale determined intelligence. Additionally, pupils'
performance in their first language, mathematics and writing, was used to
assess the therapeutic effect.
Subjects were diagnosed as visually perceptually impaired by an
educational psychologist and a visual training centre in Pretoria where
experimental pupils received therapy. These diagnoses were confirmed by
the Test for Visual Analysis Skills, which significantly differentiates
between the normal and visually perceptually impaired. This test's
validity for South African circumstances was determined in a prestudy.
One hundred and six, six to nine year old subjects <82 boys and 24
girls>, of normal intelligence, visual acuity and hearing, were involved.
Fifty three formed the experimental group which was subdivided in 32 who
completed therapy, and 21 who did not. These pupils were individualiy
matched with controls of similar sex, age, home language, socio economic
status and school standard.
Experimental pupils received visual therapy within a broader group
context for one hour per week. Therapy periods fluctuated between 4 and
15 months.
The experimental design was a pretest-posttest two group design.
t-Tests for dependant <matched) groups were conducted on the differences
between pre and oosttest scores, as well as between the experimental and
control groups.
None of the primarily visual perceptual tests revealed significant results.
This signifies the inefficiency of visual perceptual therapy to
rectify the deficits at which it is directed. The value of visual perceptual
therapy is, on the contrary, restricted to an overall improvement in
conceptualization and intellectual maturation within the group which completed
therapy. Writing was the only subject which improved significantly
within the same group. However, this result is dubious, due to evaluation
deficits. / Psychology / D.Litt. et Phil. (Psychology) Read more
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Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie.Schoeman, Olivier Johannes 01 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel
gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds
vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek
aan die hand van sewe internasionaal erkende psigometriese toetse.
Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die
huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die
toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse
was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die
bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se
prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van
terapie te bepaal.
Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige
sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper
imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die
Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel
gestremdes onderskei, bevestig. Die toets se geldigheid vir
Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal.
Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>,
van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie
en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32
wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel
afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom,
huistaal, sosio-ekonomiese status en skoolstanderd.
Eksperimentele leerlinge het visuele terapie in n breer groepsverband
vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel.
Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp.
t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille
tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe.
Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende
resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van
visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te
stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot
'n oorhoofse verbetering in konseptualisering en intellektuele ryping by
die groep wat terapie voltooi het. Skrif was die enigste vak wat by
dieselfde groep beduidend verbeter het. Hierdie resultaat is egter
twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually
impaired pupils as a subgroup of the learning disabled, has been a
controversy far decades. This controversy was investigated by means of
seven internationally recognised psychometric tests. The internal
consistency coefficients of these tests for the present study ranged from
0,62 to 0,95. A factor analysis of test intercorrelations revealed a
common factor. Six tests were primarily visual perceptual, whilst the
Goodenough (1926) scale determined intelligence. Additionally, pupils'
performance in their first language, mathematics and writing, was used to
assess the therapeutic effect.
Subjects were diagnosed as visually perceptually impaired by an
educational psychologist and a visual training centre in Pretoria where
experimental pupils received therapy. These diagnoses were confirmed by
the Test for Visual Analysis Skills, which significantly differentiates
between the normal and visually perceptually impaired. This test's
validity for South African circumstances was determined in a prestudy.
One hundred and six, six to nine year old subjects <82 boys and 24
girls>, of normal intelligence, visual acuity and hearing, were involved.
Fifty three formed the experimental group which was subdivided in 32 who
completed therapy, and 21 who did not. These pupils were individualiy
matched with controls of similar sex, age, home language, socio economic
status and school standard.
Experimental pupils received visual therapy within a broader group
context for one hour per week. Therapy periods fluctuated between 4 and
15 months.
The experimental design was a pretest-posttest two group design.
t-Tests for dependant <matched) groups were conducted on the differences
between pre and oosttest scores, as well as between the experimental and
control groups.
None of the primarily visual perceptual tests revealed significant results.
This signifies the inefficiency of visual perceptual therapy to
rectify the deficits at which it is directed. The value of visual perceptual
therapy is, on the contrary, restricted to an overall improvement in
conceptualization and intellectual maturation within the group which completed
therapy. Writing was the only subject which improved significantly
within the same group. However, this result is dubious, due to evaluation
deficits. / Psychology / D.Litt. et Phil. (Psychology) Read more
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