HapticV1, PascalFrancis, Corpus, bibRecord, 000490

The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers

Identifieur interne : 000490 ( PascalFrancis/Corpus ); précédent : 000489; suivant : 000491

The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers

Auteurs : Solène Kalenine ; Leatitia Pinet ; Edouard Gentaz

Source :

International journal of behavioral development : (Print) [ 0165-0254 ] ; 2011.

RBID : Pascal:11-0274300

Descripteurs français

Pascal (Inist)
- Vision, Sensibilité tactile, Reconnaissance, Catégorisation, Apprentissage, Etude expérimentale, Développement cognitif, Développement perceptif, Perception intermodale, Intégration multisensorielle, Perception espace, Forme stimulus, Age préscolaire, Enfant.

English descriptors

KwdEn :
- Categorization, Child, Cognitive development, Experimental study, Intermodal perception, Learning, Multisensory integration, Perceptual development, Preschool age, Recognition, Space perception, Stimulus shape, Tactile sensitivity, Vision.

Abstract

This study assessed the benefit of a multisensory intervention on the recognition of geometrical shapes in kindergarten children. Two interventions were proposed, both conducted by the teachers and involving exercises focused on the properties of the shapes but differing in the sensory modalities used to explore them. In the "VH" intervention, the visual and haptic modalities were used to explore the raised shapes while only the visual modality was involved in the "V" (Visual) intervention. We compared the effect of the two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers. Results showed that children progressed more importantly following VH than V intervention for rectangles and triangles. The addition of the haptic modality in intervention provides beneficial effects by allowing children to better understand what is included in a shape category. Results are discussed in relation to the multimodal coding (in line with embodied theories) and the analytic perception generated by the haptic modality.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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Format Inist (serveur)

NO :	PASCAL 11-0274300 INIST
ET :	The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers
AU :	KALENINE (Solène); PINET (Leatitia); GENTAZ (Edouard)
AF :	Université Pierre Mendès-France/France (1 aut., 2 aut., 3 aut.)
DT :	Publication en série; Niveau analytique
SO :	International journal of behavioral development : (Print); ISSN 0165-0254; Coden IJBDDY; Royaume-Uni; Da. 2011; Vol. 35; No. 1; Pp. 18-26; Bibl. 1 p.1/4
LA :	Anglais
EA :	This study assessed the benefit of a multisensory intervention on the recognition of geometrical shapes in kindergarten children. Two interventions were proposed, both conducted by the teachers and involving exercises focused on the properties of the shapes but differing in the sensory modalities used to explore them. In the "VH" intervention, the visual and haptic modalities were used to explore the raised shapes while only the visual modality was involved in the "V" (Visual) intervention. We compared the effect of the two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers. Results showed that children progressed more importantly following VH than V intervention for rectangles and triangles. The addition of the haptic modality in intervention provides beneficial effects by allowing children to better understand what is included in a shape category. Results are discussed in relation to the multimodal coding (in line with embodied theories) and the analytic perception generated by the haptic modality.
CC :	002A26J03B
FD :	Vision; Sensibilité tactile; Reconnaissance; Catégorisation; Apprentissage; Etude expérimentale; Développement cognitif; Développement perceptif; Perception intermodale; Intégration multisensorielle; Perception espace; Forme stimulus; Age préscolaire; Enfant
FG :	Homme; Perception; Processus acquisition; Cognition
ED :	Vision; Tactile sensitivity; Recognition; Categorization; Learning; Experimental study; Cognitive development; Perceptual development; Intermodal perception; Multisensory integration; Space perception; Stimulus shape; Preschool age; Child
EG :	Human; Perception; Acquisition process; Cognition
SD :	Visión; Sensibilidad tactil; Reconocimiento; Categorización; Aprendizaje; Estudio experimental; Desarrolo cognitivo; Desarrollo perceptivo; Percepción intermodal; Integración multisensorial; Percepción espacio; Forma estímulo; Edad preescolar; Niño
LO :	INIST-16500.354000192956420020
ID :	11-0274300

Links to Exploration step

Pascal:11-0274300

Le document en format XML

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<front><div type="abstract" xml:lang="en">This study assessed the benefit of a multisensory intervention on the recognition of geometrical shapes in kindergarten children. Two interventions were proposed, both conducted by the teachers and involving exercises focused on the properties of the shapes but differing in the sensory modalities used to explore them. In the "VH" intervention, the visual and haptic modalities were used to explore the raised shapes while only the visual modality was involved in the "V" (Visual) intervention. We compared the effect of the two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers. Results showed that children progressed more importantly following VH than V intervention for rectangles and triangles. The addition of the haptic modality in intervention provides beneficial effects by allowing children to better understand what is included in a shape category. Results are discussed in relation to the multimodal coding (in line with embodied theories) and the analytic perception generated by the haptic modality.</div>
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<server><NO>PASCAL 11-0274300 INIST</NO>
<ET>The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers</ET>
<AU>KALENINE (Solène); PINET (Leatitia); GENTAZ (Edouard)</AU>
<AF>Université Pierre Mendès-France/France (1 aut., 2 aut., 3 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>International journal of behavioral development : (Print); ISSN 0165-0254; Coden IJBDDY; Royaume-Uni; Da. 2011; Vol. 35; No. 1; Pp. 18-26; Bibl. 1 p.1/4</SO>
<LA>Anglais</LA>
<EA>This study assessed the benefit of a multisensory intervention on the recognition of geometrical shapes in kindergarten children. Two interventions were proposed, both conducted by the teachers and involving exercises focused on the properties of the shapes but differing in the sensory modalities used to explore them. In the "VH" intervention, the visual and haptic modalities were used to explore the raised shapes while only the visual modality was involved in the "V" (Visual) intervention. We compared the effect of the two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers. Results showed that children progressed more importantly following VH than V intervention for rectangles and triangles. The addition of the haptic modality in intervention provides beneficial effects by allowing children to better understand what is included in a shape category. Results are discussed in relation to the multimodal coding (in line with embodied theories) and the analytic perception generated by the haptic modality.</EA>
<CC>002A26J03B</CC>
<FD>Vision; Sensibilité tactile; Reconnaissance; Catégorisation; Apprentissage; Etude expérimentale; Développement cognitif; Développement perceptif; Perception intermodale; Intégration multisensorielle; Perception espace; Forme stimulus; Age préscolaire; Enfant</FD>
<FG>Homme; Perception; Processus acquisition; Cognition</FG>
<ED>Vision; Tactile sensitivity; Recognition; Categorization; Learning; Experimental study; Cognitive development; Perceptual development; Intermodal perception; Multisensory integration; Space perception; Stimulus shape; Preschool age; Child</ED>
<EG>Human; Perception; Acquisition process; Cognition</EG>
<SD>Visión; Sensibilidad tactil; Reconocimiento; Categorización; Aprendizaje; Estudio experimental; Desarrolo cognitivo; Desarrollo perceptivo; Percepción intermodal; Integración multisensorial; Percepción espacio; Forma estímulo; Edad preescolar; Niño</SD>
<LO>INIST-16500.354000192956420020</LO>
<ID>11-0274300</ID>
</server>
</inist>
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The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers

The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers

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