Learning to Draw Recognizable Graphic Representations During Mother-Child Interactions

The present study investigated the role of mother-child collaborative drawing in children’s creations of recognizable representations. Thirty-two 4- and 5-yearolds played a cooperative game with their mothers in which they were instructed to take turns drawing pictures of farm animals for the other to guess. Mothers and children often talked about their drawings, and many aspects (e.g., discussing features essential for identifying referents) of these conversations were related to microgenetic changes (over the course of the game) in the sophistication of children’s pictures. Children also appropriated features from their mothers’ drawings into their own drawings over the course of the game. This was particularly the case for “rudimentary” drawers. Results demonstrate that young children learn to create graphic representations through utilizing information from their mothers’ drawings and from conversations with their mothers about drawings, although the extent of children’s learning is related also in part to their level of drawing performance

Early Mother -Child Interactions During Symbolic Production

144 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000.Forty-eight mother-child dyads (1½-, 2½-, and 3½-year-olds) participated in four tasks. Two involved unstructured drawing and pretense, in which little instruction was given for completing the tasks, and two involved structured drawing and pretense, in which the dyads were given specific goals (i.e., copying shapes and pretending to have dimer). Each session was videotaped, and collaborative symbol-producing episodes were coded for behaviors relating to maintaining joint participation and to symbol-related speech and action. After these sessions, mothers completed a questionnaire concerning their beliefs about the nature and importance of drawing and pretense. This was included to examine how mothers' beliefs are related to how they interact with their children during symbolic activities. The results indicated that mothers and children relied on many verbal and nonverbal behaviors in order to maintain joint participation and to convey symbol-specific information to one another (particularly regarding the process of symbol-making). The prevalence of these behaviors often differed across symbol systems, contrary to the predictions of this study. Mothers' reported beliefs were related to the scaffolding of their children's symbol making, and mothers were often found to be more directive during structured tasks than unstructured tasks.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Ecological Research Needs from Multiangle Remote Sensing Data

Remotely sensed land surface reflectance depends upon changing sun and sensor viewing geometry, and this dependence is governed by the bidirectional reflectance distribution function (BRDF). Because the reflectance distribution of vegetation is strongly anisotropic, multi-view angle (MVA) observations of terrestrial ecosystems contain additional and unique information beyond that acquired with nadir or single-angle spectral measurements alone. With the NASA EOS instruments MODIS and MISR and France\u27s POLDER, new capabilities in MVA remote sensing will become widely available for ecological, biogeochemical, and land-surface biophysical research. However, a communication gap exists between the remote sensing and ecological communities in terms of the capabilities of the former and the needs of the latter. In this article, we present a summary of ecological research needs for remotely sensed data. Based on these needs, we present a review of some of the most promising MVA remote sensing methods for fulfilling these requirements. With this article, we hope to facilitate increased communication between the remote sensing, ecological, and biogeochemical research communities

The Parent Participation Engagement Measure (PPEM): Reliability and Validity in Child and Adolescent Community Mental Health Services

Parent participation in community-based child mental health services is an important yet understudied process associated with treatment effectiveness. This paper describes the development and psychometrics of the Parent Participation Engagement Measure (PPEM) in a sample of 1374 parents and 563 youth receiving publicly-funded mental health services. Analyses indicated excellent internal consistency, and model fit indices/factor loadings supported a one-factor model. Convergent and discriminant validity were supported, although some coefficients were modest in magnitude. Psychometric results were consistent for Caucasian versus Hispanic, parent versus youth, and English versus Spanish-language respondents. The clinical and research utility of this measure are discussed