Transfer between Picture Books and the Real World by Very Young Children

By Patricia A. Ganea, M. Pickard, J. Deloache. 2008

281 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

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In Developmental and Educational Psychology

In Education

Citations in the corpus

THE DEVELOPMENT OF OBJECT CATEGORIZATION IN YOUNG CHILDREN: HIERARCHICAL INCLUSIVENESS, AGE, PERCEPTUAL ATTRIBUTE, AND GROUP VERSUS INDIVIDUAL ANALYSES (2010, background): “Gibson, 1969; Keil, 1989; Mandler, 1992). As Mervis and Crisafi (1982, Experiment 2) learned, the more obvious the categorization scheme becomes, the more differentiated are the categories. Differentiation theory (J. J. Gibson & Gibson, 1955; Werner, 1948) predicts a trajectory of category developme”
Learning About Real Animals From Anthropomorphic Media (2016, background): “Additionally, children may see more humanized animals as more fantastical, making the generalization of information to real animals less likely (e.g., Ganea et al., 2008; Simcock & DeLoache, 2006; Walker et al., 2015).”
Reducing Domain Gap via Style-Agnostic Networks (2019, background): “For example, young children learn many object concepts from pictures, but they naturally transfer their knowledge to the real world [10].”
Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, background): “Books are unique teaching tools because they can expose children to words they would not otherwise encounter, often with pictures illustrating their meanings (Ganea, Pickard, & DeLoache, 2008 ).”
Book reading and vocabulary development: A systematic review (2016, background): “For example, Gonzalez et al. (2010) focused on 2–3 words per book reading and read a total of 36 books in their intervention.”