Studies in Perceptual Development: I. The Decentering of Perception1

Elkind, David; Lee, Scott

doi:10.1111/j.1467-8624.1962.tb05102.x

Cited by 18 publications

(1 citation statement)

References 5 publications

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“…Programs of remediation must also consider the dynamics, for instance, the &dquo;snowballing effect&dquo; of consistent, everyday teaching and a child's sense of success. Elkind and Scott (1962), related to figure-ground reversal, studies by Elkind, Koegler and Go (1964), related to part-whole integration, studies by Elkind and Weiss (1967), related to exploration, have all shown that children tend to center upon dominant features of the field and that this centration diminishes with increasing age. When further studies were undertaken to determine if these factors were related to learning to read, the results were consistent in showing a strong, positive relationship between performance on the measures of perceptual decentration and reading.…”

Section: The Teacher Is the Keymentioning

confidence: 96%

Learning Disabilities: A Developmental Approach

Adams

1975

J Spec Educ

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Section: The Teacher Is the Keymentioning

confidence: 96%

Learning Disabilities: A Developmental Approach

Adams

1975

J Spec Educ

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Perceptual development in relation to nutritional status

et al. 2001

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The present study was conducted on 180 children in the age group 5-10 years. These children were divided accordingly their ages into 3 sub-groups i.e. 5-6, 7-8 and 9-10 years respectively. In each group 60 children were studied. For the assessment of perceptual skills each child was tested with the help of Picture Ambiguity Test. Responses to the ambiguous cards were scored with respect to time taken to react in each card and ability of the child to perceive figure and ground relationship i.e. centration and decentration. The observations showed that with increase in age, centration effect reduces and majority of the children start decentring their perception by middle childhood. Further, children in higher age group took lesser time to respond on different ambiguous cards. When the responses of well-nourished and undernourished children were compared for perceptual flexibility in terms of part-whole perception i.e. centration and decentration; no difference was observed between the two groups. There was a significant difference in the performance of well-nourished and undernourished children when time to respond on ambiguous card was compared. Well-nourished children took lesser time to respond on different ambiguous cards. These observations in general suggest that poor nutrition may result in impaired perceptual abilities in children.

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Perceptual exploration in twins

Matheny

1972

Journal of Experimental Child Psychology

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Studies in Perceptual Development: I. The Decentering of Perception1

Cited by 18 publications

References 5 publications

Learning Disabilities: A Developmental Approach

Learning Disabilities: A Developmental Approach

Perceptual development in relation to nutritional status

Perceptual exploration in twins

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