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Statements

Subject Item
n2:RIV%2F62690094%3A18440%2F14%3A50001755%21RIV14-GA0-18440___
rdf:type
skos:Concept n15:Vysledek
rdfs:seeAlso
http://ac.els-cdn.com/S1877042814011756/1-s2.0-S1877042814011756-main.pdf?_tid=6487408a-9948-11e3-b122-00000aab0f6c&acdnat=1392802375_b2250000329f2054821cf189c001e1ef
dcterms:description
The purpose of this paper is to uncover some of the psychological context of information literacy. It focuses on the connection between cognitive dispositions (IQ) and information behavior of preliterate children. The results show that pre-school children are able to extract information on subjects which are interesting for them from all available sources – ranging from traditional media such as books or magazines, modern digital media (computer, DVD) to natural conditions in which children live (city, nature). Surprisingly, the radio is used very rarely. If we compare subjective replies supported by the method of graphic scaling, we can see that gifted preschoolers obtain statistically significantly smaller share of information from TV or computer. It is also true that gifted children gain information on subjects interesting for them from a wider range of various media sources, they do not stick only to one of them (they do not sit “only” in front of a TV or a computer). The purpose of this paper is to uncover some of the psychological context of information literacy. It focuses on the connection between cognitive dispositions (IQ) and information behavior of preliterate children. The results show that pre-school children are able to extract information on subjects which are interesting for them from all available sources – ranging from traditional media such as books or magazines, modern digital media (computer, DVD) to natural conditions in which children live (city, nature). Surprisingly, the radio is used very rarely. If we compare subjective replies supported by the method of graphic scaling, we can see that gifted preschoolers obtain statistically significantly smaller share of information from TV or computer. It is also true that gifted children gain information on subjects interesting for them from a wider range of various media sources, they do not stick only to one of them (they do not sit “only” in front of a TV or a computer).
dcterms:title
Where preschool children acquire information about a topic that they enjoy: giftedness-based study Where preschool children acquire information about a topic that they enjoy: giftedness-based study
skos:prefLabel
Where preschool children acquire information about a topic that they enjoy: giftedness-based study Where preschool children acquire information about a topic that they enjoy: giftedness-based study
skos:notation
RIV/62690094:18440/14:50001755!RIV14-GA0-18440___
n15:predkladatel
n19:orjk%3A18440
n3:aktivita
n13:P
n3:aktivity
P(GAP407/11/0426)
n3:dodaniDat
n11:2014
n3:domaciTvurceVysledku
n9:1926071
n3:druhVysledku
n10:D
n3:duvernostUdaju
n17:S
n3:entitaPredkladatele
n20:predkladatel
n3:idSjednocenehoVysledku
56155
n3:idVysledku
RIV/62690094:18440/14:50001755
n3:jazykVysledku
n7:eng
n3:klicovaSlova
preschoolers; preliterate stage; information behaviour; giftedness
n3:klicoveSlovo
n14:preschoolers n14:giftedness n14:preliterate%20stage n14:information%20behaviour
n3:kontrolniKodProRIV
[C24F521A5046]
n3:mistoKonaniAkce
Anatalya - Turkey
n3:mistoVydani
Amsterdam
n3:nazevZdroje
Procedia - social and behavioral sciences
n3:obor
n18:AN
n3:pocetDomacichTvurcuVysledku
1
n3:pocetTvurcuVysledku
2
n3:projekt
n22:GAP407%2F11%2F0426
n3:rokUplatneniVysledku
n11:2014
n3:tvurceVysledku
Havigerová, Jana Marie Haviger, Jiří
n3:typAkce
n16:WRD
n3:zahajeniAkce
2013-10-02+02:00
s:issn
1877-0428
s:numberOfPages
5
n5:hasPublisher
Elsevier
n12:organizacniJednotka
18440