Joan Peskin
Biographic Data
| ID | 5760876 |
|---|---|
| NAME | Joan Peskin |
| GIVEN NAMES | Joan |
| FAMILY NAME | Peskin |
| SIGNATURE | PESKIN J |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0003-1120-0393 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 2 |
Literary arts and the development of the life story
Throughout adolescence, children begin to develop their life story: a coherent account of their experiences and selfhood. Although the nature of this development is still being uncovered, one promising direction for research is the examination of factors that could encourage life story development. Here the authors explore the idea that exposure to the literary arts (i.e., poetry and fictional literature) might promote the formation of a coherent…
The Educated Imagination”
This article reports a project in which two researchers in cognitive psychology, learning, and instruction collaborated with a high school English teacher to develop lessons that contained three scaffolds to facilitate symbolic interpretation when students read poetry. The scaffolds were based on instructional strategies that have shown to be effective in diverse subject areas. This article provides a detailed description of these scaffolds used …
The Development of Poetic Literacy During the School Years
There is growing consensus that, for trained readers, poetic-text processing involves a genre decision, which triggers genre-based conventional expectations and directs attention to the textual devices. This research examines how students recognize and process texts in poetic versus prose form at different points during their literary education. The study compared 48 students, 16 in each of Grades 4, 8, and 12 as they thought aloud when reading p…
Representing the Mental World in Children's Social Behavior
This study examined the relationship between children's developing theory of mind and their ability to engage in two social behaviors which have, as their cognitive underpinning, the representation that what one knows may not be accessible to others. Children of 3, 4, and 5 years, in a quasi‐naturalistic setting, played hide‐and‐seek and also were required to keep a secret about a surprise. The ability to play hide‐and‐seek was significantly rela…
Ruse and representations
This study reports a marked development between the ages of 3 and 5 years in children's ability to conceal information. In a situation of high-affect involvement, 3-year-olds did not know to misinform or withhold information from a competitor who always chose the object for which they themselves had previously stated a preference. Although only 29% of 3-year-olds knew to influence the competitor's mental state, 87% knew to physically exclude the …
Ruse and representations
This study reports a marked development between the ages of 3 and 5 years in children's ability to conceal information. In a situation of high-affect involvement, 3-year-olds did not know to misinform or withhold information from a competitor who always chose the object for which they themselves had previously stated a preference. Although only 29% of 3-year-olds knew to influence the competitor's mental state, 87% knew to physically exclude the …
The Development of Poetic Literacy During the School Years
There is growing consensus that, for trained readers, poetic-text processing involves a genre decision, which triggers genre-based conventional expectations and directs attention to the textual devices. This research examines how students recognize and process texts in poetic versus prose form at different points during their literary education. The study compared 48 students, 16 in each of Grades 4, 8, and 12 as they thought aloud when reading p…
Representing the Mental World in Children's Social Behavior
This study examined the relationship between children's developing theory of mind and their ability to engage in two social behaviors which have, as their cognitive underpinning, the representation that what one knows may not be accessible to others. Children of 3, 4, and 5 years, in a quasi‐naturalistic setting, played hide‐and‐seek and also were required to keep a secret about a surprise. The ability to play hide‐and‐seek was significantly rela…
Ruse and representations
This study reports a marked development between the ages of 3 and 5 years in children's ability to conceal information. In a situation of high-affect involvement, 3-year-olds did not know to misinform or withhold information from a competitor who always chose the object for which they themselves had previously stated a preference. Although only 29% of 3-year-olds knew to influence the competitor's mental state, 87% knew to physically exclude the …
Representing the Mental World in Children's Social Behavior
This study examined the relationship between children's developing theory of mind and their ability to engage in two social behaviors which have, as their cognitive underpinning, the representation that what one knows may not be accessible to others. Children of 3, 4, and 5 years, in a quasi‐naturalistic setting, played hide‐and‐seek and also were required to keep a secret about a surprise. The ability to play hide‐and‐seek was significantly rela…
The Educated Imagination”
This article reports a project in which two researchers in cognitive psychology, learning, and instruction collaborated with a high school English teacher to develop lessons that contained three scaffolds to facilitate symbolic interpretation when students read poetry. The scaffolds were based on instructional strategies that have shown to be effective in diverse subject areas. This article provides a detailed description of these scaffolds used …
The Development of Poetic Literacy During the School Years
There is growing consensus that, for trained readers, poetic-text processing involves a genre decision, which triggers genre-based conventional expectations and directs attention to the textual devices. This research examines how students recognize and process texts in poetic versus prose form at different points during their literary education. The study compared 48 students, 16 in each of Grades 4, 8, and 12 as they thought aloud when reading p…
Literary arts and the development of the life story
Throughout adolescence, children begin to develop their life story: a coherent account of their experiences and selfhood. Although the nature of this development is still being uncovered, one promising direction for research is the examination of factors that could encourage life story development. Here the authors explore the idea that exposure to the literary arts (i.e., poetry and fictional literature) might promote the formation of a coherent…
Psychology (5 works) · Art (3 works) · Poetry (3 works) · Child and Animal Learning Development (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Linguistics (2 works) · Literacy, Media, and Education (2 works) · Literature (2 works) · Pedagogy (2 works)