Grass and gravel: Investigating visual properties preschool children and adults use when distinguishing naturalistic images

Schlegelmilch, Karola; Wertz, Annie E.

doi:10.1016/j.cogdev.2023.101324

Cited by 2 publications

(4 citation statements)

References 178 publications

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“…Animacy is often conflated with animals, although animals are (or should be) considered inherently animate (even if by a 'lesser degree' in some cases; Inagaki & Hatano, 2003), animacy and its attributes of life, mobility, and autonomy, are also present in other organisms. A useful metric to understand the perception of plants and their placement in the animacy gradient is then what attributes are used to distinguish between plants and animals (Opfer & Gelman, 2011;Schmidt, Hegele, & Fleming, 2017;Schlegelmilch & Wertz, 2020;Tiedemann, Schmidt, & Fleming, 2022). Clear animacy would then be identified by the featural attributes of animalness when no dynamic qualities or examples of mobility are on current display (Schmidt, Hegele, & Fleming, 2017).…”

Section: Initial Perception and Texturementioning

confidence: 99%

Section: Initial Perception and Texturementioning

confidence: 99%

“…Plants are more difficult to inherently recognize as opposed to other living beings, largely because of their complexity and repetition (Schlegelmilch & Wertz, 2020). Aside from colour, children primarily use depth and skew to distinguish plants from animal or 'non-living' objects (Schlegelmilch & Wertz, 2020). Children recognize vegetation based on the arrangements as parts with depth, skew, and regularity, indicating the repetitive layering of leaves and orders of branching/organs, whereas adults recognized curvature and symmetry (Schlegelmilch & Wertz, 2020), likely based on different types or recognition and bias developed over time.…”

Section: Initial Perception and Texturementioning

confidence: 99%

“…Aside from colour, children primarily use depth and skew to distinguish plants from animal or 'non-living' objects (Schlegelmilch & Wertz, 2020). Children recognize vegetation based on the arrangements as parts with depth, skew, and regularity, indicating the repetitive layering of leaves and orders of branching/organs, whereas adults recognized curvature and symmetry (Schlegelmilch & Wertz, 2020), likely based on different types or recognition and bias developed over time. In this way, an arrangement of aboveground features is the texture that forms the first information for classification of plants, and perhaps leads to a conception of plants as scenery and background, not focus.…”

Section: Initial Perception and Texturementioning

confidence: 99%

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Plantness, Animalness, and Humanness: plant placement within animacy and adjacent scales

Lubbe,

Castillo Alfonzo

2024

J Theory Soc Behav

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Animacy is an important framework through which humans view and categorize the world, but many objects do not easily fit within this scale. Plants are unique because they are very familiar to humans, yet the features and traits relevant for placement within the animacy scale are generally poorly understood by the public. Animacy occurs at three levels, with the inherent attributes of the object (biology), how they are perceived (cognition), and how they are expressed in languages (linguistics). Animacy is dependent on qualification and perception as alive, mobile, and intentional. In the absence of visible movement, classification is dependent on featural attributes indicating mobility or placement in a group recognized as animate (animalness). Plants have complicated bodies whose forms and structures are frequently clear representations of their life history and function (plantness), more than many animals, yet these signs of movement and activity are rarely recognized. The animacy scale may be more closely based on human similarity (humanness) with humans as the peak of life, mobility, and intentionality. As humans, we can have an anthropocentric viewpoint, rendering plants as scenery or utility, or use anthropomorphic interaction to better understand and recognize the dynamic lives of plants. The goal of this review is to compare the current evidence on the placement of plants within animacy and adjacent scales with the biology and habit of land plants, to better understand human perception and behaviour, and work with this process to educate and inform people about the complex lives of plants.

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Section: Initial Perception and Texturementioning

confidence: 99%

Section: Initial Perception and Texturementioning

confidence: 99%

Section: Initial Perception and Texturementioning

confidence: 99%

Section: Initial Perception and Texturementioning

confidence: 99%

See 2 more Smart Citations

Plantness, Animalness, and Humanness: plant placement within animacy and adjacent scales

Lubbe,

Castillo Alfonzo

2024

J Theory Soc Behav

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Educational opportunities of virtual educational laboratories: analysis of current practice

Алексеева,

Александрова,

Скворцова

2023

Pedagogical Review

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В процессе цифровизации образования накапливается новый опыт, совершенствуется методическое обеспечение образовательного процесса и формируется методологическая основа цифровой дидактики. Включение виртуальных образовательных лабораторий в учебный процесс диктуется особенностями цифровой образовательной среды, но сталкивается с некоторыми проблемами: недостаточной безопасностью виртуальной образовательной среды из-за отсутствия технических регламентов, отсутствием единого методологического подхода, несовершенством нормативной базы. Делается попытка обобщить и систематизировать опыт внедрения виртуальных образовательных лабораторий в систему школьного обучения. Анализируются подходы к определению понятия «виртуальная лаборатория» как средства, так и метода научного познания, основной чертой которого является безопасность интерактивной творческой экспериментальной деятельности. Предложена классификация виртуальных лабораторий по многомерности, имитационности, форме представления информации, свободе познавательного творчества, модальности восприятия. Обозначены требования к визуализации объектов в виртуальных образовательных лабораториях с учетом ведущего (визуального) канала восприятия современных школьников. Рассмотрены образовательные возможности и некоторые риски включения тактильного канала восприятия детей при обучении в виртуальных образовательных лабораториях. Рассмотрены виды процессов, которые можно моделировать в виртуальных лабораториях. Проведено исследование эффективности идентификации графических объектов различной сложности учениками начальных классов. На основе полученных данных разработаны принципы организации обучения в виртуальных образовательных лабораториях: имитации реальности, научности/достоверности данных, ответственного отношения (этики обучения в виртуальных образовательных лабораториях). Digitalization of education allows accumulating new experience, improving the methodological support of the educational process and forming the methodological basis of digital didactics. The inclusion of virtual educational laboratories in the educational process is dictated by the peculiarities of the digital educational environment, but it faces some problems: insufficient security of the virtual educational environment due to the lack of technical regulations, lack of a unified methodological approach, imperfection of the regulatory framework. The authors of the study make an attempt to generalize and systematize the experience of introducing virtual educational laboratories into the school system. Approaches to the definition of the concept of “virtual laboratory” as a means and method of scientific knowledge, the main feature of which is the safety of interactive creative experimental activity, are analyzed. A classification of virtual laboratories according to multidimensionality, imitation, form of information presentation, freedom of cognitive creativity, modality of perception is proposed. The requirements for the visualization of objects in virtual educational laboratories are outlined, taking into account the leading (visual) channel of perception of modern schoolchildren. The educational opportunities and some risks of including the tactile channel of children’s perception when learning in virtual educational laboratories are considered. The types of processes that can be simulated in virtual laboratories are considered. A study was made of the effectiveness of identifying graphic objects of varying complexity by primary school students. On the basis of the data obtained, the principles of organizing training in virtual educational laboratories have been developed: the principle of imitation of reality, the principle of scientific character / reliability of data, the principle of a responsible attitude (ethics of training in virtual educational laboratories).

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Grass and gravel: Investigating visual properties preschool children and adults use when distinguishing naturalistic images

Cited by 2 publications

References 178 publications

Plantness, Animalness, and Humanness: plant placement within animacy and adjacent scales

Plantness, Animalness, and Humanness: plant placement within animacy and adjacent scales

Educational opportunities of virtual educational laboratories: analysis of current practice

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