1. By: Kasaundra Eason and Katie Antigua
Heinz Werner
By: Kasaundra Eason and Katie Antigua

2. ABOUT WERNER Lived 1890-1964, born in Vienna
Had always had an interest in music and began studying to be a composer and music historian
After being exposed to the philosophy of Kant, he decided to pursue degrees in philosophy and psychology instead
Joined the Gestalt psychology movement
Leipzig school focused on development rather than just perception

3. GESTALT PSYCHOLOGY
basic claim: we perceive things as whole forms, not as parts to be analyzed in terms of their separate element
this tendency to perceive whole forms is governed by organizing forces in the central nervous system
greatly influenced Werner’s work

4. THE ORTHOGENIC PRINCIPLE
Orthogenic Principle: “whenever development occurs, it proceeds from a state of relative lack of differentiation to a state of increasing differentiation and hierarchic integration”
Differentiation: global wholes separate into parts with different forms or functions
ex: embryo development into different organs or limbs
Hierarchical organization: behaviors come under the control of higher regulating centers

5. SELF-OBJECT DIFFERENTIATION
Sensorimotor-affective level
the world exists only as a part of my immediate actions, sensations, and feelings
Perceptual level
the world exists outside of me, but my perceptions are still bound in my actions and feelings
Conceptual level
consists of a detached and objective view of the world, I can think in general and abstract dimensions

6. MICROGENETIC MOBILITY
Microgenesis is a developmental process that occurs every time we confront a new task
this process mimics development--we begin with undifferentiated impressions and gradually move toward more differentiated perceptions that become hierarchically organized
Microgenetic Mobility
the ability to fully utilize both primitive and advanced forms of thinking
“The more creative the person, the wider his range of operations in terms of developmental level, or in other words, the greater his capacity to utilize primitive as well as advanced operations.”

7. PHYSIOGNOMIC PERCEPTION
Physiognomic Perception involves us reacting to dynamic, emotional, expressive qualities of stimuli as opposed to geometric-technical perception that is concerned with objective, measurable qualities
This type of perception is prevalent in children because of a lack of self/environment boundaries. All objects have life and emotion like they do
A cup laying on its side is sleeping
Drawing a sun with a face on it
“happy line”
“sad line”

8. SYNESTHESIA Synesthesia is the syncretic unity of the senses
high pitched sounds are fine, pointed, fresh, energetic, colorful, quick
low pitched sounds are big, awkward, muggy, dull, slow
colors can be warm or cold
This type of experience is developmentally primitive and exists prior to sense differentiation--children are prone to this type of perception

10. KEY TERMS Orthogenic principle Differentiation
Hierarchical organization
Self-object differentiation
Microgenetic mobility
Physiognomic perception
Synesthesia

11. NATURE VS. NURTURE
WERNER
Nature
Nurture

12. OUR STUDY
The purpose of this research study is to investigate synesthesia in children, based on the work of Heinz Werner.
Based on Werner’s work on synesthesia, will children’s choices be affected by varying visual and audible stimuli?
Will children develop a preference for different types of playground equipment as a result of changing intercessory experiences?
Will there be a difference among the experiences between boys and girls?
Hypothesis: we thought that hearing the high pitched music would make the students feel more positive towards the playground equipment.

13. BACKGROUND OF OUR STUDY
A Private Catholic School in Texas
Consisted of 5 girls and 4 boys in fourth grade
Visited the school two times (two separate days)

14. STUDY PROCESS
Asked students to look at black and white pictures of playground equipment (Monkey bars and a slide)
First we asked the students to look at the picture with no music.
2a. We then paired the picture with two different types of music
A high pitched song
A low pitched song
3. The students then circled words of how the music made them feel about the picture.

17. WORD BANK GIVEN Excited Bored Sad Cheerful Nervous Tired Shy Silly
Loving
Afraid
Glad
Curious
Joyful
Terrible
Thrilled
Lonely
Amazed
Safe
Playful
Relaxed
Weird
Other:_____

18. NO MUSIC Day 1 Day 2 Day 1:Excited 1 Bored: 1 2 3 5 6 7 8 9 Sad: 2 7 9
Cheerful:1
Nervous:
Tired: 3 7
Shy:
Silly: 1
Loving: 1
Afraid:
Glad: 1
Curious:
Joyful: 1 9
Terrible: 2 6 7
Thrilled: 2 7 9
Lonely: 2 4 6
Amazed: 1 9
Safe
Playful: 1 3 5
Relaxed: 1 3
Weird:
Other: scared (1), drowsy (6)
Day 2
Excited: 4
Bored: 1 6
Sad:
Cheerful
Nervous:
Tired: 6 9
Shy: 1 8
Silly: 6
Loving
Afraid:
Glad
Curious:
Joyful
Terrible: 9
Thrilled: 1 2
Lonely: 9
Amazed: 4
Playful
Relaxed: 6
Weird:
Other: unsafe (2), unsafe (6), dum (9)

19. SLIDE (HIGH PITCH VS. LOW PITCH)
High pitch was given on day 1, low pitch on day 2

20. SLIDE (HIGH PITCH VS. LOW PITCH)

21. MONKEY BARS (HIGH PITCH VS. LOW PITCH)
Low pitch on day 1, high pitch on day 2

22. MONKEY BARS (HIGH PITCH VS. LOW PITCH)

23. Playground Equipment Preference
Child
Day 1
Day 2 1
Monkey Bars
Monkey Bars oh 2 3 4
Monkey Bars <3 5 6
Slide 7
Sad Slide 8 9

24. CONCLUSION
Based on our study music had no effect on the child’s choice of playground equipment

25. LIMITATION
We were not able to work with our intended age group which was third graders or second graders
The students already had a presupposition of their favorite piece of playground equipment
They were very talkative and would express their opinion
By the second day the students lost interest
The color of the pictures may also have effected how the students felt about the picture
On the second day we visited the school we forgot the individual pictures of the playground equipment and had to show all of the children one big picture.
For the study to be truly effective it should take place in a very controlled environment
As fourth graders they were very talkative. They would talk to each other and express their opinion so some students would talk to each other and abandond their initial thought and go with the thought of their pierce
I have a background of working with children and believe that if were would have worked with younger kids we would have maybe received more accurate results because they do not talk as much and are easier to control.
If we were going to do the study again maybe we would wait a couple of days