Download presentation
Presentation is loading. Please wait.
Published byCassandra Bryan Modified over 9 years ago
1
By: Melissa Carpenter and Alyssa Campbell
2
Born in Vienna in 1890, died in 1964 in Mass. Early interests: Music (esp. violin), Evolution Studied at University of Vienna starting 1909 after discovering he didn’t want to be an engineer Strongly influenced by Gestalt psychology Published Comparative Psychology of Mental Development (1926) in Hamburg Taught psychology and Education at Clark University, inspired many students
3
Perception- is the organization, identification and interpretation of sensory information in order to represent and understand the environment Physiognomic Perception- based on the unity between oneself and objects. Reaction to dynamic, emotional, and expressive qualities. Geometric Technical Perception- more realistic and matter of fact. Perceive objects in terms of shape, length, hue, width and objective measurable properties. Symbol- a word, image, or action that represents something else- some other object concept or event. Self-Object Differentiation- the gradual process by which children separate themselves from the environment
4
1. Do younger children choose more physiognomic terms when presented with a simple image? 2. Do older children choose more geometric- technical terms when presented with a simple image? 3. When children, both age groups, in a religious school are presented with a religious image are they more likely to use physiognomic terms?
5
Purpose of this research is to investigate the use of physiognomic and geometric technical terminology in children when describing an image. Specifically we are interested in how a students perception of a religious image might relate in more abstract or physiognomic terms versus geometric technical.
6
1. Our study was conducted at Holy Family Catholic School in a 2 nd Grade and a 6 th Grade classroom. 2. To test our hypotheses which are given on the following slide, we presented the students with a series of images- both neutral and religious. 3. Finally, we gave the students a word bank with a mixture of physiognomic and geometric- technical words. 4. We then collected the data on excel spreadsheets and created charts to display the results
7
1. We believe when presented with a simple image, younger children (2 nd grade) will choose more physiognomic terms. 2. When presented with a simple image we believe older children (6 th grade) will choose more geometric- technical terms. 3. We believe that when children, both age groups (2 nd and 6 th ), in a religious school are presented with a religious image they will be more likely to use physiognomic terms.
8
Image #1 Image #2 Image #3 Image #8
9
Image #4 Image #5 Image #6 Image #7
11
16 2 nd graders and 8 6 th graders participated 7 words per image 3-4 Geo/Tech, 3-4 Physiognomic Students circled 3 words per image Image #1, 2, 3, and 8 were neutral Image #4,5,6, and 7 are images that are generally symbolic of religious influence
12
Divided into Geometric Technical and Physiognomic. Then determined if student was more Physiognomic by seeing if they had circled >1 P items
13
- Geometric Technical - Physiognomic Image #
14
- Geometric Technical - Physiognomic
15
2 nd Grade6 th Grade Only 2/16 students selected Promise (physiognomic) to describe Image #6- Dove For #3 Star- all chose pointy (G), #4 Cross- all tall (G), #5 Heart- all red (G) For Image #4Cross- 9/16 Faith (P), 7/16 Love (P) 7/8 students selected Promise (physiognomic) to describe Image #6- Dove For Image #4-Cross 7/8 chose Faith (P) and 7/8 chose Love (P) Image #1 All Students were G except for one P who chose all P words
16
Overall 2 nd grade was more geometric technical than physiognomic, especially with the non-religious images 6 th grade was more physiognomic when presented with religious images 2 nd grade was more geometric technical than 6 th grade overall, especially regarding responses to religious images So the younger group in this case actually tested more geometric technical than the older group, which was more physiognomic
17
Looked at male vs female results Had an even number of each age group participate (more 6 th grade) Added music as another factor to see how it would effect the results
18
From our results and research we concluded Werner is more on the nurture side by a small margin. Music, art, images can influence a persons thinking/expression. Nature Nurture Werner
19
Crain, William. (2005). Theories of Development: Concepts and applications. 5th ed. New Jersey: Prentice Hall. Werner, H., & Barten, S. S. (1978). Developmental processes: Heinz Werner's selected writings. New York: Internat. Univ. Press. Physiognomic Perception. Harry Blocker. www.jstor.org/stable/2105660. 24/09/2012 12:08 www.jstor.org/stable/2105660
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.