Drawing and showing: helping children to report emotionally laden events
By Michael J. Wesson, K. Salmon. 2001
131 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/69920d2bda9cf75f7709d30a57fd82d8aa9c32d5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Catherine Angell
- Jane A Hunt
- J. Alexander
- Paul Ginns
- Fang‐Tzu Hu
- J. Bobis
- Elizabeth Stevanoni
- M. Lamb
In Education
- J. Bobis
- Fang‐Tzu Hu
- Catherine Angell
- Jane A Hunt
- J. Alexander
- Elizabeth Stevanoni
- Paul Ginns
- M. Lamb
Citations in the corpus
- Getting the point: Tracing worked examples enhances learning (2015, background): “For instance, Wesson and Salmon (2001) found that 5- and 8-year-old children’s verbal reports of emotionally laden events were enhanced when they were instructed to re-enact their experiences with gestures and bodily action.”
- ‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method (2015, methodology): “They include artwork (Wesson and Salmon, 2001), collages (Vaughan, 2005), clay modelling (Bernhaupt et al., 2007), Lego™ (Gauntlett, 2007), photography (Darbyshire et al., 2005), video (Gauntlett, 2004), acting and puppetry (Greene and Hill, 2005).”
- Giving Memory a Hand: Instructing Children to Gesture Enhances their Event Recall (2005, background): “... benefit recall by reinstating the originally encoded experience in memory, thereby providing nonverbal retrieval cues that may guide the child’s search of memory (Liwag & Stein, 1995; Ratner et al., 2001), and may also improve children’s ability to communicate their experience, providing a struc”
- Conversational apprentices: Helping children become competent informants about their own experiences (2006, background): “…of information children report verbally about both positive and negative events, without increasing the amount of inaccurate information reported, at least under some conditions (Butler, Gross, & Hayne, 1995; Gross & Hayne, 1998, 1999; Salmon, Roncolato, & Gleitzman, 2003; Wesson & Salmon, 2001).”