The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers
Identifieur interne : 000560 ( PascalFrancis/Corpus ); précédent : 000559; suivant : 000561The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers
Auteurs : Solène Kalenine ; Leatitia Pinet ; Edouard GentazSource :
- International journal of behavioral development : (Print) [ 0165-0254 ] ; 2011.
Descripteurs français
- Pascal (Inist)
English descriptors
- KwdEn :
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 : | FRANCIS 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 : | 770B10C02 |
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
Francis:11-0274300Le 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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<ET>The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers</ET>
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<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>
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