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A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task

The present study investigated children’s understanding development of multiple graphics, here paired conventions commonly used in primary school textbooks. Paired graphics depicting everyday objects familiar to the children were used as the basis for an analogy task that tested their comprehension...

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Autores principales: Boucheix, Jean-Michel, Lowe, Richard K., Thibaut, Jean-Pierre
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7461858/
https://www.ncbi.nlm.nih.gov/pubmed/33013512
http://dx.doi.org/10.3389/fpsyg.2020.02032
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author Boucheix, Jean-Michel
Lowe, Richard K.
Thibaut, Jean-Pierre
author_facet Boucheix, Jean-Michel
Lowe, Richard K.
Thibaut, Jean-Pierre
author_sort Boucheix, Jean-Michel
collection PubMed
description The present study investigated children’s understanding development of multiple graphics, here paired conventions commonly used in primary school textbooks. Paired graphics depicting everyday objects familiar to the children were used as the basis for an analogy task that tested their comprehension of five graphics conventions. This task required participants to compare pictures in a base pair in order to complete a target pair by choosing the correct picture from five alternative possibilities. Four groups of children aged 5, 6, 8, and 10 years old respectively (total N = 105), completed 45 analogy task items built around nine conceptual domains. Results showed mainly an overall increase of comprehension performance with age for all the tested conventions. There were also differences between the five conventions and an interaction between age and convention type. Further, children’s explanation of the conventions (justification of the choices in the analogy task) were also analyzed. This investigation showed the analogy task answers were a more reliable measure of the “actual” level of understanding of the conventions than the justification themselves. The findings show that younger students tried to actively compare the pictures of the pairs and to search for a relevant meaning of the pairs, however, the youngest children have a limited capacity to interpret paired graphic conventions and our results suggests that this aspect of graphic conventions develops slowly but effectively over the course of children’s schooling. Because “graphicacy” knowledge and skills are not typically taught in primary school classrooms (in contrast with literacy and numeracy), its development is likely acquired incidentally with increasing exposure to varied paired graphics during primary school education. Given the high reliance of today’s educational resources on graphics-based explanations, the results from this study may signal a need for (i) for more attention to learning graphics conventions (and more generally to graphics explanations) from teachers in primary school and (ii) for a better design of the graphics with their contextual accompanying texts and captions, from designers.
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spelling pubmed-74618582020-10-01 A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task Boucheix, Jean-Michel Lowe, Richard K. Thibaut, Jean-Pierre Front Psychol Psychology The present study investigated children’s understanding development of multiple graphics, here paired conventions commonly used in primary school textbooks. Paired graphics depicting everyday objects familiar to the children were used as the basis for an analogy task that tested their comprehension of five graphics conventions. This task required participants to compare pictures in a base pair in order to complete a target pair by choosing the correct picture from five alternative possibilities. Four groups of children aged 5, 6, 8, and 10 years old respectively (total N = 105), completed 45 analogy task items built around nine conceptual domains. Results showed mainly an overall increase of comprehension performance with age for all the tested conventions. There were also differences between the five conventions and an interaction between age and convention type. Further, children’s explanation of the conventions (justification of the choices in the analogy task) were also analyzed. This investigation showed the analogy task answers were a more reliable measure of the “actual” level of understanding of the conventions than the justification themselves. The findings show that younger students tried to actively compare the pictures of the pairs and to search for a relevant meaning of the pairs, however, the youngest children have a limited capacity to interpret paired graphic conventions and our results suggests that this aspect of graphic conventions develops slowly but effectively over the course of children’s schooling. Because “graphicacy” knowledge and skills are not typically taught in primary school classrooms (in contrast with literacy and numeracy), its development is likely acquired incidentally with increasing exposure to varied paired graphics during primary school education. Given the high reliance of today’s educational resources on graphics-based explanations, the results from this study may signal a need for (i) for more attention to learning graphics conventions (and more generally to graphics explanations) from teachers in primary school and (ii) for a better design of the graphics with their contextual accompanying texts and captions, from designers. Frontiers Media S.A. 2020-08-18 /pmc/articles/PMC7461858/ /pubmed/33013512 http://dx.doi.org/10.3389/fpsyg.2020.02032 Text en Copyright © 2020 Boucheix, Lowe and Thibaut. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Boucheix, Jean-Michel
Lowe, Richard K.
Thibaut, Jean-Pierre
A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task
title A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task
title_full A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task
title_fullStr A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task
title_full_unstemmed A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task
title_short A Developmental Perspective on Young Children’s Understandings of Paired Graphics Conventions From an Analogy Task
title_sort developmental perspective on young children’s understandings of paired graphics conventions from an analogy task
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7461858/
https://www.ncbi.nlm.nih.gov/pubmed/33013512
http://dx.doi.org/10.3389/fpsyg.2020.02032
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