{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3896"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3896","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Visual perception in relation to levels of meaning for children: An exploratory study.","abstract":"This study explores distinct levels of meaning from images of picture books perceived by 3- to 5-year-old children and investigates how the certain visual perception factors influence children's meaning making and if these factors are correlated. The literature review supports associations among visual perception, information, picture books, meaning, and children. Visual perception serves as the first channel that filters and interprets visual information, and picture books provide visual and verbal experience for children, who constantly search for meaning. Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment.","abstract_html":"This study explores distinct levels of meaning from images of picture books perceived by 3- to 5-year-old children and investigates how the certain visual perception factors influence children's meaning making and if these factors are correlated. The literature review supports associations among visual perception, information, picture books, meaning, and children. Visual perception serves as the first channel that filters and interprets visual information, and picture books provide visual and verbal experience for children, who constantly search for meaning. Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment.","abstract_has_math":false,"creators":["Yu, Xinyu"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Hastings, Samantha Kelly","Miksa, Shawne D.","O'Connor, Brian Clark","Norris, Cathleen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-08","date_published":"2007-08","updated_at":"2026-07-24T05:35:09Z","subjects":["visual perception","levels of meaning","children","picture books","Visual perception in children.","Picture books for children.","Meaning (Psychology)","Preschool children -- Books and reading."],"languages":["English"],"rights":["Public","Copyright","Yu, Xinyu","Copyright is held by the author, unless otherwise noted. 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Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Visual perception in relation to levels of meaning for children: An exploratory study."]}]}],"canonical_facts":{"dc:contributor":["Hastings, Samantha Kelly","Miksa, Shawne D.","O'Connor, Brian Clark","Norris, Cathleen"],"dc:creator":["Yu, Xinyu"],"dc:date":["2007-08"],"dc:description":["This study explores distinct levels of meaning from images of picture books perceived by 3- to 5-year-old children and investigates how the certain visual perception factors influence children's meaning making and if these factors are correlated. The literature review supports associations among visual perception, information, picture books, meaning, and children. Visual perception serves as the first channel that filters and interprets visual information, and picture books provide visual and verbal experience for children, who constantly search for meaning. Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment."],"dc:format":["Text"],"dc:identifier":["oclc: 192094540","doi: 10.12794/metadc3896","https://digital.library.unt.edu/ark:/67531/metadc3896/","ark: ark:/67531/metadc3896"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Yu, Xinyu","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["visual perception","levels of meaning","children","picture books","Visual perception in children.","Picture books for children.","Meaning (Psychology)","Preschool children -- Books and reading."],"dc:title":["Visual perception in relation to levels of meaning for children: An exploratory study."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}