These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy.…

Ninety-nine preoperational stage children learned 24 pictorial paired-associates at one of three levels of concreteness: low detail line drawings, high detail line drawings, high detail line drawings with a verbal prompt. Within each of these groups, one-third of the subjects received either visual attentional training, no training, or were…

The purpose of this study was to investigate the relationship between field articulation and reading achievement at the end of grade one, and to investigate the effect on the pupil's reading achievement of the field articulation of the classroom teacher. The sample of pupils was drawn from eight first grade classrooms of female teachers. The…

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

Seven-year-olds compared successively presented oblique lines which varied as to their position within a square display and their relation to the diagonal axis of the display. Children apparently encoded lines in terms of position and axis features. They used a categorical spatial representational system to compare oblique lines. (Author/RD)

This paper examines the mental processes involved in inferring perspective changes resulting from the rotation of a spatial array or from the rotation of the viewer of that array. Under certain conditions, viewer-rotation problems become easy and array-rotation problems become difficult. Apparently, an array is fixed vis-a-vis the spatial context.…

In a study that investigated differences in the processing styles of beginning readers, a Pictograph Sentence Memory Test (PSMT) was administered to first and second grade students to determine their processing style as well as to assess instructional effects. Based on their responses to the PSMT, the children were classified as either visual or…

Some basic pattern-analyzing functions that occur during the reading process are described in this paper. The functions deal mainly with the analysis of typographical factors such as word shape, spacing, and orientation, but they also interact with contextual variables. The research interpreted in the paper proposes an attentional model of reading…

Reports on the ability of preschool age children to interpret a black-and-white aerial photograph and to solve a simulated navigation problem on the photo. By placing the problem in a story context with personal reference points, the children were able to identify landscape features and solve simple problems. (MJP)

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 entering first graders. Factor analysis found four factors, which were reading related skills, visual cognition, verbal cognition, and speech processing. Cluster analysis identified nine profiles. The strongest predictors of later reading and…

This assessment guide represents a method for evaluating visual arts achievement by third graders. The artwork presented can be used to determine whether students have met learning objectives and are ready to advance, and also as a diagnostic tool for school improvement. The guide is based on selected sample learning objectives from "State…

Thirty-five second-grade learning disabled children participated in a visual information processing training program designed to teach analysis of visual material into component parts, systematic scanning of visual arrays, pick-up, description, and memory storage of distinctive information, and efficient solution of visual match-to-sample…