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Transcript of 1 Application of the idea of "catalogue learning" for joint creative activity in children Elena...
1
Application of the idea of "catalogue learning" for joint
creative activity in children
Elena Dorosheva
Institute for Animal Systematics and Ecology,
Russia, Novosibirsk
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Сatalogue learning - a separate form of learning where subjects do not learn to do something really new in order to gain advantage from their environment; instead, they learn to select quickly and to manipulate readily with stereotype behavioural patterns.
We described catalogue learning in experiments with animals.
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We tasked children aged from 6 to 8 with creation of a common drawing on established subject.
10 groups of 7-8 children aged from 6 to 8 each were formed
Number of sessions: ten one-hour sessions once a week
Number of groups Children with
2 impaired vision
2 impaired and normal vision
6 normal vision
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Visual deficiency … means first of all fall of important social functions, regeneration of social communications, changes in all system of behaviour.
L.S.Vygotskii
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The following parameters were recorded:
1. All expressions and statements.2.Use of various materials.3.Amount and character of contribution to the common
drawing for each participant.4. Degree of penetration into another's parts of common
drawing, discernibility of each participant's contribution.
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Suppositions:• the children would apply permanent behavioural
stereotypes, • they would choose more suitable stereotypes and do it
more rapidly with gain of experience in the course of experiment
Such stereotypes as cooperation and resolved conflicts are more suitable in situation of common activity,
refusal of cooperation and conflicts with destruction of drawing are less suitable.
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Example topics were "developing of an uninhabited planet", "filming a movie", "city of the future", "travel to the land of dinosaurs“ etc.
Available as the materials were • colour pencils, • water-color paints,• gouache paints, • plasticine, • wax crayons, • soft-tip pens.
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Permanent behavioural stereotypes:
1.Implementation of the same elements of a common drawing.2.Implementation of different elements of a common drawing
(each participant make one's contribution).3. Isolation by setting rigid boundaries (lines on drawing)4. Isolation by setting movable boundaries (for example, with
help of pens, drawing scales, pencil-boxes).5.Domination and subordination (when one children defined
the task and others fallowed his instructions).6.Conflicts with subsequent creation of drawing.7.Conflicts with destruction of drawing.8.Refusal of co-operation and implementation of an individual
drawing.9.Refusal of work at all.
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Permanent behavioural stereotypes :1. Implementation of the same elements of a common drawing
Uninhabited planet
During the work initiative passed from one participants to another many a times
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Permanent behavioural stereotypes :2. Implementation of the different elements of a common drawing
Uninhabited planet
Each participant drew one element of common drawing
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Permanent behavioural stereotypes:3. Isolation by setting rigid boundaries
Uninhabited planet – participants divided the drawing by lines into separate areas for each of them
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Uninhabited planet
14divisioncooperation
«Mechanism»
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Permanent behavioural stereotypes:
4. Isolation by setting movable boundaries
«My place in groups» - this drawing was divided by pencil-boxes
pencil-box
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Permanent behavioural stereotypes :6.Conflicts with subsequent creation of drawing.
«War of worlds» came from «uninhabited planet»
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Permanent behavioural stereotypes:
7. Conflicts with partly ore total destruction of drawing.
«Uninhabited planet»
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Another form of conflict with destruction of drawing where aggressive tendencies were latent was cutting out of a participant's own part of common drawing
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8.Refusal of co-operation and implementation of an individual drawing
Permanent behavioural stereotypes:
in accordance with topics on the own topic
Dragon-volcano
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Разделение листа линиями
0
5
10
15
20
25
30
1 5 10
порядковый номер занятия
пр
оц
ен
т д
ете
й,
ис
по
ль
зов
ав
ши
х д
ан
ны
й
сте
ре
оти
п в
заи
мо
де
йс
тви
я
Isolation by lines
Percent of children using this stereotype
Number of session
21
Слияние элементов рисунка, вклад участников не различим
02468
101214
1 5 10
порядковый номер занятия
пр
оц
ен
т д
ете
й,
ис
по
ль
зов
ав
ши
х
да
нн
ый
сте
ре
оти
п
вза
им
од
ей
ств
ия
Implementation of the same elements of a common drawing
Percent of children using this stereotype
Number of session
22
Рисунок, идея которого полностью принадлежит одному из участников
группы
0
5
10
15
20
1 5 10
порядковый номер занятия
пр
оц
ен
т д
ете
й,
ис
по
ль
зов
ав
ши
х
да
нн
ый
сте
ре
оти
п
вза
им
од
ей
ств
ия
Percent of children using this stereotype
Number of session
Domination
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Индивидуальный вклад в общий рисунок
0
10
20
30
40
50
60
1 5 10
порядковый номер занятия
пр
оц
ен
т д
ете
й,
ис
по
ль
зов
ав
ши
х
да
нн
ый
сте
ре
оти
п
вза
им
од
ей
ств
ия
Implementation of different elements of a common drawing (cooperation)
Percent of children using this stereotype
Number of session
24
• Permanent behavioural stereotypes were clearly distinguished in children behavior.
• In the process of gaining experience in co-operative drawing the ratio of different strategies in children behaviour changed as a whole from less adaptive in communications to more adaptive.
• It is in line with the catalogue learning concept.
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A speed of catalogue learninig is a important parameter depending on individual features.
In described above experiment we compared process of catalogue learning for children (6-8, 7-9, 9-11 year old) with impaired (myopia, long sight, astigmatism, strabismus) and normal vision
(in the frame of program for school adaptation of children with impaired vision)
Children with impaired vision initially used limited set of behavioural stereotypes, more slowly changed them than contemporary with normal vision.
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Children with impaired vision more rapidly learned in mixed groups (including children with impaired vision and normal vision) then in group including only children with impaired vision) –
probably it point out the role of social learning
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motherI
unclegrandmother
Boundaries-squares
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mother
grandmother grandfather
Boundaries-squares
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mother
I prepare my lessons
father
remainder have gone away
Boundaries-frames
Strikeout of oun figure
30
father
mother go to shop
sister
I
Boundaries for certain members of the family
31
mother
I
my family
Boundaries-frames for certain members of the family
32Boundaries-frames for certain members of the family
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mother
fatherI
sister
Boundaries of objects
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brother (I can be here as well)
book sofa
computer mother father
I prepare lessons
stove plate
mother
Duplicating figure
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mother (is working)
brother (play in football)
I
Schematic fugure
36Fugure is absent at all
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Main:• presens of boundaries between figures
Others:• absence of own figure, its ambiguity ore multiplicity, strikeout of oun
figure• Immovable, “frozen” figuries• schematic fugure
Character features of drawings of children with impaired vision
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Girl, 3 years old, inherited myopia (beginning in 4)
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Thank you for your attention!