Relations among symmetry, asymmetry, perceptual comprehension of numerals by kindergarten and first grade children

Authors


Education Department, Mount Saint Vincent University, Halifax, Nova Scotia B3M 2J6, Canada.

Abstract

The main purpose of the study was to investigate whether or not the perceptual comprehension of symmetrically designed numerals is higher than that of asymmetrically designed ones. Other peripheral hypotheses on sex difference, differences between children of various socio-economic classes, and the differences between kindergarteners and first graders were also examined. Seventy-three children participated in the study. The results of the study indicated that the major hypothesis was rejected, and that some subhypotheses were accepted. Implications were drawn from the findings of the study, as they relate to the differentiated functions of the brain, the teaching of reading and art, and to other cognitive styles.

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