Interpretation of motion under three levels of motion cues for 36 kindergarten and 36 third-grade children was examined. Analysis indicated that third-grade children were more skillful at identifying motion than kindergartners and postural cues were more effective than flow lines.
Get full access to this article
View all access options for this article.
References
1.
BernardR. M. (1979) Recognition of implied motion in four static image conditions by preoperational and concrete operational first and second graders. (Doctoral dissertation, Univer. of Washington, 1978)Dissertation Abstracts International, 40, 619A.
2.
CampbellP. F. (1976) The role of pictures in first grade children's perception of mathematical relationships. (PMDC Technical Report No. 8) Tallahassee, FL: Florida State Univer., Project for the Mathematical Development of Children. (ERIC Document Reproduction Service No. ED 144 807).
3.
CampbellP. F. (1979) Artistic motion cues, number of pictures, and first-grade children's interpretation of mathematics textbook pictures. Journal for Research in Mathematics Education, 10, 148–153.
4.
FriedmanS. L.StevensonM. (1975) Developmental changes in the understanding of implied motion in two-dimensional pictures. Child Development, 46, 773–778.
5.
SaietR. A. (1979) Children's understanding of implied motion cues. Paper presented at the Annual Convention of the Association for Educational Communication and Technology, New Orleans, LA.
