Pictorial Perspective: Perception of Size, Linear, and Texture Perspective in Children and Adults

Perception ◽  
1977 ◽  
Vol 6 (6) ◽  
pp. 675-684 ◽  
Author(s):  
Margaret A Hagen ◽  
Rochelle Glick
Keyword(s):  
Grade Level ◽  
Distance Judgment ◽  
Sixth Grade ◽  
Size Judgment ◽  
Matching Task ◽  
Viewing Condition ◽  
Percent Correct ◽  
Real Scene ◽  
The Subject ◽  
Station Point

Perception of size, linear, and texture perspective was investigated in third-grade and sixth-grade children and in college adults in three separate studies. A matching task required the observer to choose from a set of four alternative real scenes the correct match for the test stimulus, which was either a picture or a real scene. Correct performance required that the subject utilize perspective information for both size and distance relations. Erroneous choices available to the subject indicated errors in size judgment, in distance judgment, or in both simultaneously. View was either restricted at the correct station point or was free, with head motion. There were no significant effects of grade level. For all three groups, mean percent correct was nearly 100% with the real-scene test stimuli, and significantly below the chance level with the picture test stimuli. Errors in size judgment occurred most frequently, indicating that the geometrically correct rate of perspective convergence was too rapid to be seen by the subjects as perceptually acceptable. With size-perspective information alone, the number of size plus distance errors also increased significantly. There was no significant effect of viewing condition.

scholarly journals The Function of Metaphor in Children's Recall of Expository Passages

1981 ◽  
Vol 13 (3) ◽  
pp. 249-261 ◽  
Author(s):  
P. David Pearson ◽  
Taffy E. Raphael ◽  
Norma Tepaske ◽  
Charles Hyser
Keyword(s):  
Grade Level ◽  
Sixth Grade ◽  
Third Grade ◽  
Target Structure ◽  
Better Than

In a series of three studies, the facultative effect of metaphors on children's recall of expository passages was evaluated. In Experiment 1, with sixth grade subjects and an unfamiliar passage, metaphor target structures were recalled better than their literal paraphrases. In Experiment II, using third grade subjects and a more familiar passage, there were no differences between metaphor and literal versions of passage in terms of the recall of target structures. In Experiment III, which was designed to eliminate the passage familiarity × grade level × experiment confounding, there was a significant passage familiarity by version (metaphor or literal) interaction. Metaphors facilitated target structure recall only for unfamiliar passages. These data were interpreted as supporting the view that metaphors can serve the function of bridging new and old information in unfamiliar textual settings.

scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

scholarly journals PENGGUNAAN KLAUSA RELATIF PADA PEMBELAJAR BIPA DI UNIT PELAKSANA TEKNIS (UPT) BAHASA UNIVERSITAS SEBELAS MARET SURAKARTA

2017 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Anggun Melati Sari ◽  
Andayani Andayani ◽  
Sumarlam Sumarlam
Keyword(s):  
Relative Clause ◽  
Grade Level ◽  
Relative Clauses ◽  
Advanced Technique ◽  
Academic Scholarship ◽  
Mastery Level ◽  
Oral Speech ◽  
The Subject ◽  
Level Of Difficulty ◽  
Foreign Speakers

Anggun Melati Sari1, Andayani2, Sumarlam31Universitas Sebelas Maret [email protected] 2Universitas Sebelas Maret [email protected] 3Universitas Sebelas Maret [email protected]  AbstractThis study aimed to describe the use of relative clauses Indonesian learners for Foreign Speakers (BIPA) grade-level academic scholarship at the Technical Implementation Unit (UPT) Language of Sebelas Maret University. The subject matter is the form of the use of relative clauses and the types of errors in relative clause. The data used in this study is the form of oral’s data and writing’s data. The data derived from the oral-speech BIPA’s learners in which there is relative clause while the writing’s data derived from the sentences in BIPA learner’s essay in which there is relative clause. The data were analyzed using agih methods and advanced technique of agih methods. The results of this study indicate that the use of relative clauses in BIPA learners using the perelative words “yang”. Acquisition of the relative clauses that relativize the thermic elements and errors in the relative clause that removes the noun element occupying the highest level as well as describe the highest degree of mastery in relative clauses. This study concluded that the form of the use of relative clause also describe the mastery level of difficulty of each type of relative clause learners BIPA.Keywords: clause, relative clause, Indonesian for foreign speakers (BIPA)

scholarly journals Attitudes Towards Science: A Study of Gender Differences and Grade Level

2022 ◽  
Vol 11 (2) ◽  
pp. 599-608
Author(s):  
Susilawati*, Nurfina ◽  
Nurfina Aznam ◽  
Paidi Paidi
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Gender Gap ◽  
Grade Level ◽  
Primary Schools ◽  
Attitudes Toward Science ◽  
Sixth Grade ◽  
Total Sample ◽  
School Students ◽  
Students Attitudes

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

Readability of Online Health Information: A Meta-Narrative Systematic Review

2018 ◽  
Vol 33 (5) ◽  
pp. 487-492 ◽  
Author(s):  
Lubna Daraz ◽  
Allison S. Morrow ◽  
Oscar J. Ponce ◽  
Wigdan Farah ◽  
Abdulrahman Katabi ◽  
...  
Keyword(s):  
United States ◽  
Systematic Review ◽  
Health Information ◽  
Grade Level ◽  
General Public ◽  
Sixth Grade ◽  
The United States ◽  
Reading Level ◽  
Online Health Information ◽  
Cross Sectional

Online health information should meet the reading level for the general public (set at sixth-grade level). Readability is a key requirement for information to be helpful and improve quality of care. The authors conducted a systematic review to evaluate the readability of online health information in the United States and Canada. Out of 3743 references, the authors included 157 cross-sectional studies evaluating 7891 websites using 13 readability scales. The mean readability grade level across websites ranged from grade 10 to 15 based on the different scales. Stratification by specialty, health condition, and type of organization producing information revealed the same findings. In conclusion, online health information in the United States and Canada has a readability level that is inappropriate for general public use. Poor readability can lead to misinformation and may have a detrimental effect on health. Efforts are needed to improve readability and the content of online health information.

An analysis of individual differences in arithmetic

1964 ◽  
Vol 11 (7) ◽  
pp. 471-473
Author(s):  
Oscar T. Jarvis
Keyword(s):  
Elementary School ◽  
Individual Differences ◽  
Grade Level ◽  
Common Knowledge ◽  
Sixth Grade ◽  
First Grade ◽  
Level 1 ◽  
Level 2

It is common knowledge among teachers of arithmetic that individual pupil differences in the elementary school are very pronounced at every grade level. It is equally apparent that the range of individual differences increases from grade level to grade level. Wrightstone has stated that these differences may be as great as three to four years in the first-grade, five to six years in the fourth-gmde, and seven to eight years at the sixth-grade level.1 Beck, Cook and Kearney have observed, however, that normally in “arithmetic reasoning and computation the range is … between six and seven years at the sixth-grade level.”2

Development and Content Validation of the Child Oral and Motor Proficiency Scale (ChOMPS)

2019 ◽  
Vol 41 (3) ◽  
pp. 220-232 ◽  
Author(s):  
Britt F. Pados ◽  
Suzanne M. Thoyre ◽  
Jinhee Park ◽  
Hayley H. Estrem ◽  
Cara McComish
Keyword(s):  
Literature Review ◽  
Content Validity ◽  
Grade Level ◽  
Sixth Grade ◽  
Parent Report ◽  
Cognitive Interviews ◽  
Content Validation ◽  
Motor Proficiency ◽  
Reading Grade Level ◽  
Validity Indices

This article describes the development and content validation of the Child Oral and Motor Proficiency Scale (ChOMPS), a parent-report assessment of eating, drinking, and related skills in children 6 months to 7 years of age. Initially, 69 items for the ChOMPS were generated from literature review. Nineteen professionals evaluated the ChOMPS using content validity indices (CVI). Significant revisions were made to items and directions based on professional feedback. CVI were acceptable for both the relevance and clarity of items. Cognitive interviews were then conducted with 19 parents to explore parent understanding of items. Additional revisions were made based on parent feedback. The reading grade level of the resulting ChOMPS was less than sixth grade. The 70-item ChOMPS has evidence of content validity, indicating the items are relevant and clear to professionals, and parents understand the directions and items as intended.

Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia
Keyword(s):  
Learning Disabilities ◽  
Grade Level ◽  
Fourth Graders ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Relative Advantage ◽  
Typically Developing ◽  
Spelling Ability ◽  
Students With Ld ◽  
Larger Sample

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.

Effect of Comprehensive School Physical Activity Programming on Cardiometabolic Health Markers in Children From Low-Income Schools

2017 ◽  
Vol 14 (9) ◽  
pp. 671-676 ◽  
Author(s):  
Ryan D. Burns ◽  
Timothy A. Brusseau ◽  
James C. Hannon
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Grade Level ◽  
Hdl Cholesterol ◽  
Sixth Grade ◽  
Comprehensive School ◽  
School Level ◽  
Cardiometabolic Health ◽  
School Aged Children ◽  
Physical Activity Programming

Background:The purpose of this study was to examine the effect of a 36-week Comprehensive School Physical Activity Program (CSPAP) on cardiometabolic health markers in children from low-income schools.Methods:Participants were 217 school-aged children (mean age = 10.1 ± 1.1 years; 114 girls, 103 boys) recruited from 5 low-income elementary schools. Cardiometabolic health markers were collected in a fasted state at 2 time-points, before commencement of the CSPAP for classroom and school level clustering and the modifying effects of grade level and sex, there were statistically significant improvements in HDL cholesterol (Δ = 3.6 mg/dL, 95% CI: 1.4 mg/dL to 5.8 mg/dL, P = .039), triglycerides (Δ = –14.1 mg/dL, 95% CI: –21.4 mg/dL to –6.8 mg/dL, P = .022), and mean arterial pressure (Δ = –4.3 mmHg, 95% CI: –8.5 mmHg to –0.1 mmHg, P = .041) following the 36-week CSPAP intervention. Sixth-grade children showed decreases in LDL cholesterol (Δ = –15.3 mg/dL, 95% CI: –30.5 mg/dL to –0.1 mg/dL, P = .033).Conclusions:Improvements in specific cardiometabolic health markers were found following a 36-week CSPAP in children from low-income schools.

Perception of Slope in Photographs

Perception ◽  
1997 ◽  
Vol 26 (1_suppl) ◽  
pp. 179-179
Author(s):  
J W Huber ◽  
I R L Davies
Keyword(s):  
Focal Length ◽  
Matching Task ◽  
Task Characteristics ◽  
Viewing Distance ◽  
Free Viewing ◽  
Texture Characteristics ◽  
Wide Angle Lens ◽  
Available Information ◽  
Practical Implications ◽  
Station Point

Perceptions of characteristics of space such as slope, distance, and depth are frequently inaccurate, both in the real world and in pictures. We carried out experiments to study factors that influence the accuracy of perceived slope in photographs. Slopes varied in angle from 5° to 45° inclinations against the horizontal, and in the information available to the observer (outline shape and texture characteristics). We found that perceived slope is correlated with real slope ( r=0.99), but that observers consistently overestimate slope. The latter depends not only on the available information, but also on the focal length of the lens with which slopes were photographed. Overestimation is less pronounced for the wide-angle lens compared to the standard lens. A comparison of free viewing and viewing from the correct station-point showed that the latter leads to less overestimation of slope. Since the viewing distance was too far under free viewing, the results are compatible with geometrical optics. In a further experiment the effects of magnification and minification were studied by deliberately viewing the photographs from fixed points closer or further away than the station-point; this led to an increase and decrease in overestimation, respectively. Finally, results are frequently dependent on task characteristics: magnitude judgements of photographs without an anchoring point can only be accurate to a level of scale. Thus using an action-based matching task may lead to more accurate slope perception. We therefore carried out a comparison experiment using a matching task to check for the generality and action-dependence of our results. Practical implications for the use of photographs as surrogates for natural viewing are discussed.

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