A Study of Heinz Werner - University of Dallas

A Study of Heinz Werner - University of Dallas

A Study of Heinz Werner By: Melissa Carpenter and Alyssa Campbell Background Information Born in Vienna in 1890, died in 1964 in Mass. Early interests: Music (esp. violin), Evolution Studied at University of Vienna starting 1909 after discovering he didnt want to be an engineer Strongly influenced by Gestalt psychology Published Comparative Psychology of Mental Development (1926) in Hamburg Taught psychology and Education at Clark University, inspired many students

Important Terms to Know Perception- is the organization, identification and interpretation of sensory information in order to represent and understand the environment Physiognomic Perception- based on the unity between oneself and objects. Reaction to dynamic, emotional, and expressive qualities. Geometric Technical Perception- more realistic and matter of fact. Perceive objects in terms of shape, length, hue, width and objective measurable properties.

Symbol- a word, image, or action that represents something else- some other object concept or event. Self-Object Differentiation- the gradual process by which children separate themselves from the environment Questions 1. Do younger children choose more physiognomic terms when presented with a simple image? 2. Do older children choose more geometrictechnical terms when presented with a simple image? 3. When children, both age groups, in a religious school are presented with a religious image are they more likely to use physiognomic terms?

Our Proposal/Purpose Purpose of this research is to investigate the use of physiognomic and geometric technical terminology in children when describing an image. Specifically we are interested in how a students perception of a religious image might relate in more abstract or physiognomic terms versus geometric technical. Procedure 1. 2. 3.

4. Our study was conducted at Holy Family Catholic School in a 2nd Grade and a 6th Grade classroom. To test our hypotheses which are given on the following slide, we presented the students with a series of images- both neutral and religious. Finally, we gave the students a word bank with a mixture of physiognomic and geometrictechnical words. We then collected the data on excel spreadsheets and created charts to display the results Hypothesis 1. We believe when presented with a simple image, younger children (2nd grade) will choose more physiognomic terms.

2. When presented with a simple image we believe older children (6th grade) will choose more geometric- technical terms. 3. We believe that when children, both age groups (2nd and 6th), in a religious school are presented with a religious image they will be more likely to use physiognomic terms. Neutral Image #1 Images Image #3 Image #2 Image #8 Religious Images

Image #4 Image #6 Image #5 I 7 # e mag Image Word Bank How we Treated our Data

16 2nd graders and 8 6th graders participated 7 words per image 3-4 Students circled 3 words per image Image #1, 2, 3, and 8 were neutral Image #4,5,6, and 7 are images that are generally symbolic of religious influence

Geo/Tech, 3-4 Physiognomic 6th Grade Data from Image #6- Dove Divided into Geometric Technical and Physiognomic. Then determined if student was more Physiognomic by seeing if they had circled >1 P items Results 6th Grade Totals 8 Number of students

7 6 5 4 3 2 1 0 1 2 3 4 5

Image # 6 7 8 - Geometric Technical - Physiognomic Results Continued 2nd Grade Totals 18 Number of Students 16

14 12 10 8 6 4 2 0 1 2 3 4 5

Image # 6 7 8 - Geometric Technical - Physiognomic Interesting Data Results Only 2/16 students selected Promise (physiognomic) to describe Image #6- Dove

7/8 students selected Promise (physiognomic) to describe Image #6Dove For #3 Star- all chose pointy (G), #4 Cross- all tall (G), #5 Heart- all red (G) For Image #4-Cross 7/8 chose Faith (P) and 7/8 chose Love (P)

Image #1 All Students were G except for one P who chose all P words For Image #4Cross- 9/16 Faith (P), 7/16 Love (P) 2nd Grade 6th Grade Conclusion

Overall 2nd grade was more geometric technical than physiognomic, especially with the nonreligious images 6th grade was more physiognomic when presented with religious images 2nd grade was more geometric technical than 6th grade overall, especially regarding responses to religious images So the younger group in this case actually tested more geometric technical than the older group, which was more physiognomic What we would have done differently Looked

at male vs female results Had an even number of each age group participate (more 6th grade) Added music as another factor to see how it would effect the results Nurtur e Nature Wern

er Nature vs Nurture Line From our results and research we concluded Werner is more on the nurture side by a small margin. Music, art, images can influence a persons thinking/expression. Bibliography Crain, William. (2005). Theories of Development: Concepts and applications. 5th ed. New Jersey: Prentice Hall. Werner, H., & Barten, S. S. (1978). Developmental processes: Heinz Werner's selected writings. New York: Internat. Univ. Press. Physiognomic Perception. Harry Blocker. www.jstor.org/stable/2105660. 24/09/2012

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