Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649654
Title: Aspects of strip-cartoon interpretation in 5 to 7-year old children
Author: Dore-Lamontagne, Louise
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1976
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Abstract:
This study assesses 5 to 7-year-old children's ability to interpret stripcartoons. It is carried out through an evaluation of responses to three types of tasks: 1- picture seriation tasks, 2- matching sequences of pictures with stories, 3- drawing sequences of events from a story. This evaluation progresses in the following sequence: The first part of the study verifies certain basic requirements for picture ordering tasks, namely the dynamic and generative interpretations of single static pictures and children's ability to differentiate pairs of pictures and to interpret these differences in terms of transformations. Secondly, and more importantly, this research evaluates children's performance with strip-cartoons (containing between two and eleven frames) representing various classes of transformations. It also attempts to appraise the effect of various types of difficulty on subject seriating performance and to find means by which the effect of some of these difficulties can be reduced. Thirdly, a comparison between the performance of subjects to rod seriation and picture seriation tasks is carried out and the limitations of these measures are stressed. Findings indicate that: 1. the majority of children between the ages of 5 and 7 years understand that a correspondence exists between the spatial order of a series of pictures and the order of succession of the events they represent; 2. they can relate two represented events in time; 3. the order of presentation of pictures influences subjects' interpretation of sequences of events; 4. under a particular condition, subjects had less difficulty in tackling well differentiated frames than series containing similar frames because they tended to overlook details; 5. inserting intermediate events in a sequence to represent a story proved difficult for most subjects (under 7 years old); 6. drawing sequences of events was the most revealing method used to assess children's "potentiality" in strip-cartoon interpretation (and the understanding of the concept of order in this context); 7. subjects over 7 years of age did better than the younger subjects in the most difficult task; 8. picture seriation tasks are better understood than rod seriation tasks by younger subjects; 9. subjects use different ordering criteria to order series of pictures and series of rods both representing a change of size between elements.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.649654  DOI: Not available
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