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Relations among symmetry, asymmetry, perceptual comprehension of numerals by kindergarten and first grade children
Author(s) -
Cheong George S. C.
Publication year - 1980
Publication title -
british journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.536
H-Index - 92
eISSN - 2044-8295
pISSN - 0007-1269
DOI - 10.1111/j.2044-8295.1980.tb01744.x
Subject(s) - psychology , perception , reading comprehension , comprehension , numeral system , reading (process) , developmental psychology , cognition , cognitive psychology , linguistics , arithmetic , philosophy , mathematics , neuroscience
The main purpose of the study was to investigate whether or not the perceptual comprehension of symmetrically designed numerals is higher than that of asymmetrically designed ones. Other peripheral hypotheses on sex difference, differences between children of various socio‐economic classes, and the differences between kindergarteners and first graders were also examined. Seventy‐three children participated in the study. The results of the study indicated that the major hypothesis was rejected, and that some subhypotheses were accepted. Implications were drawn from the findings of the study, as they relate to the differentiated functions of the brain, the teaching of reading and art, and to other cognitive styles.