Class inclusion versus quantifiers comprehension tasks: an experimental study with school-aged children

Brunetti, Marcella; Matteo, Rosalia Di; Aureli, Tiziana; Garito, Maria Concetta; Casadio, Claudia

doi:10.1007/s10339-020-00995-3

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…The Classroom Drawing seems to reflect children’s individual differences only marginally, maybe due to the complexity of the school environment in which some variables such as teachers’ educational styles and the physical spaces of schools could influence the current evaluation ( Brunetti et al, 2020 ). Despite this, the classroom drawing is, therefore, an important evaluation tool to assess the teacher–pupil relationship that is regarded as one of the fundamental modes of expression of a bond of crucial importance for the child’s emotional and cognitive development ( Quaglia et al, 2013 ; Mancini et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Drawing techniques as tools for the evaluation of scholastic integration and emotional components in primary and secondary school: A cross-sectional study

Grutta

Piombo²,

Riolo³

et al. 2023

Front. Psychol.

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IntroductionIn the last decades, many studies have emphasized emotion’s role in psycho-educational processes during childhood, such as scholastic integration. Emotional variables in childhood can be assessed through projective graphic techniques, as they allow children to use kinetic components of the draws to communicate emotions.Method1.757 couple of draws were collected, from primary school children (N = 1.270; F = 643 [50.6%]; Age = 8.6; SD = 1.31) and secondary school children (N = 487; F = 220 [45.2%]; Age = 11.72; SD = 0.70) and from eight schools in Sicily and over 60 different classrooms. The Drawn Stories Technique and the Classroom Draw were used to assess children’s current emotional state and scholastic integration.ResultsPearson’s correlation showed significant relationships between the Drawn Stories Technique and both sex and age. In contrast, Classroom Drawing total score showed a significant relationship with the female sex but no significant relationship with age. Linear regression analysis, including sex and age as independent variables, showed that sex is a significant predictor of Negative Outcomes of the Drawn Stories Technique, while no effect of age was detected.DiscussionThese findings showed that adequate attention is needed to the learners’ emotional-affective world that influences their relationships and their vision within the class group. Although the drawing techniques alone seem to be not as such sufficient to explain children’s individual differences in the classroom on the whole, they could be helpful for the teacher to facilitate dialogues with children, modulate didactical materials, and detect and prevent some problems in group class functioning.

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Section: Discussionmentioning

confidence: 99%

Drawing techniques as tools for the evaluation of scholastic integration and emotional components in primary and secondary school: A cross-sectional study

Grutta

Piombo²,

Riolo³

et al. 2023

Front. Psychol.

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“…Contrary to our expectation, the quality of integration did not change in the experimental group at the end of the first observation year. This result may be explained by the complexity of the school environment, in which some variables, such as teachers' educational styles, the physical spaces of schools, and the individual differences in children in a class are difficult to control in the current evaluation [48]. The Classroom Drawing is a measure of the quality of scholastic integration and affective climate of the class and, at the same time, could be an important indicator of pupils' academic success [49,50].…”

Section: Discussionmentioning

confidence: 99%

Emotional Competence in Primary School Children: Examining the Effect of a Psycho-Educational Group Intervention: A Pilot Prospective Study

Grutta

Epifanio

Piombo

et al. 2022

IJERPH

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Emotional competence (EC) is a key component of children’s psychological, cognitive, and social development, and it is a central element of learning. The primary goal of this study was to evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children’s emotional competence (EC), quality of integration and scholastic skills. A total of 229 children (123 females; M Age = 7.22 years; SD = 0.97 years) completed the Pictures of Facial Affect (POFA), the Drawn Stories Technique, the Classroom Drawing, and the Colored Progressive Matrices. The total sample was randomly divided into an intervention group (N = 116) who took part in psycho-educational activities and a control (no-intervention) group (N = 84). Both groups were tested at baseline, before the intervention started, and at the end of the intervention (4 months from baseline). Results from mixed-model ANOVA revealed a significant main effect for POFA score over time (F = 6.24, p = 0.01) and an interaction effect between POFA and group (F = 4.82, p = 0.03). No significant main effect was found for classroom drawing over time (F = 0.81, p > 0.05) or for quality of integration and group intervention. These findings support the importance of developing psycho-educational programmes in school for promotion of emotional health for preventing not only the onset of problematic behaviours at school such as bullying but also the development of clinical conditions linked to difficulties in emotional recognition, expression, and regulation such as alexithymia.

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“…In related work, Donaldson and Lloyd (1974) found that 4year-old children treated the sentence, "All the cars are in the garages" as entailing that "All the garages have cars in them" indicating a symmetry requirement (see also Donaldson & McGarrigle, 1974, for a more widely available report of this phenomenon). Since these early studies, many additional studies have investigated this phenomenon, positing a range of semantic, pragmatic, and syntactic explanations, many as recent as the past 2-3 years (for very recent ideas, see Brunetti et al, 2021;Chen, Rosenstein & Hackl, 2020;Denić & Chemla, 2020;Drozd et al, 2019;Ke & Gao, 2020;Kiss, & Zétényi, 2017;Sekerina, & Sauermann, 2017; see Brooks & Parshina, 2019 for review). In the present study, we present evidence in favor of a form of pragmatic account, and show that children's apparent errors arise when experimenters fail to adequately specify a clear "Question Under Discussion" (henceforth QUD; Roberts, 1996Roberts, /2012.…”

Section: Introductionmentioning

confidence: 99%

Quantifier spreading and the question under discussion

2022

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Class inclusion versus quantifiers comprehension tasks: an experimental study with school-aged children

Cited by 4 publications

References 23 publications

Drawing techniques as tools for the evaluation of scholastic integration and emotional components in primary and secondary school: A cross-sectional study

Drawing techniques as tools for the evaluation of scholastic integration and emotional components in primary and secondary school: A cross-sectional study

Emotional Competence in Primary School Children: Examining the Effect of a Psycho-Educational Group Intervention: A Pilot Prospective Study

Quantifier spreading and the question under discussion

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