Problems brought about by "reading" a sequence of pictures.
The "reading" of a sequence of narrative pictures has been studied as a specific cognitive area. Sequences of pictures were presented to children between 3 and 7 1/2 years old in either the right or wrong order. We studied four problems: the child's difficulty in seeing the same character throughout different representations, the liking-up process of several pictures into one story, the correlation between the temporal order and the spatial disposition of pictures, and the child's tendency to consider the setting of pictures as a puzzle to solve. The characteristic difficulties observed seem to be related to the double status of the picture, which is both a physical and a symbolic object. We set out to reconstruct the path taken from the initial dilemma in which a child finds herself/himself, caught between the signifier and the signified, up until the point where, all contradictions resolved, she/he definitively acquires the principles of the way in which a sequence of pictures functions. Although more or less distinct stages concerning the acquisition of different rules inherent in a sequence of pictures can be observed, the existence of transitional periods favors a continuous progression.
Bornens
M T
MT
Caisse Régionale d'Assurance Maladie d'Ile de France, Centre Médical pour Jeunes Enfants, Boulogne.
D001288:Attention; D002648:Child; D002675:Child, Preschool; D003210:Concept Formation; D004193:Discrimination Learning; D005260:Female; D005556:Form Perception; D006801:Humans; D008297:Male; D009949:Orientation; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D011932:Reading; D012691:Serial Learning