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      Symmetrical Motifs in Young Children’s Drawings: A Study on Their Representations of Plant Life

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      Symmetry
      MDPI AG

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          Abstract

          Young children love drawing; this is without question. Besides that, drawings are also of interest to scholars and educators, since they seem to provide food for thought regarding children’s conceptual development during their early education. Different approaches are taken when it comes to analysing children’s drawings but insufficient attention has been given to the issue of the spontaneous depictions of symmetrical motifs in young children’s drawings. This pictorial phenomena might not go unnoticed by parents and teachers but the fact is that the scientific community has no reliable data regarding how children under 8 naturally draw symmetrical patterns to express themselves graphically. Accordingly, the present study analyses 116 drawings undertaken by children between 4 and 7 on a well-known natural issue in early childhood such as plant life. Pictorial motifs displaying both cyclic and dihedral symmetries were found in the pictorial sample under examination and the data gathered is put in perspective with the gender and educational level variables. The results of the study show that symmetry, particularly, dihedral symmetry, is a very common pictorial practice in the sample and, also, that the occurrence of symmetrical motifs displays a relationship with the independent variables considered in the study.

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          Gender stereotypes about intellectual ability emerge early and influence children's interests.

          Common stereotypes associate high-level intellectual ability (brilliance, genius, etc.) with men more than women. These stereotypes discourage women's pursuit of many prestigious careers; that is, women are underrepresented in fields whose members cherish brilliance (such as physics and philosophy). Here we show that these stereotypes are endorsed by, and influence the interests of, children as young as 6. Specifically, 6-year-old girls are less likely than boys to believe that members of their gender are "really, really smart." Also at age 6, girls begin to avoid activities said to be for children who are "really, really smart." These findings suggest that gendered notions of brilliance are acquired early and have an immediate effect on children's interests.
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            The Problem of $m$ Rankings

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              Analyzing Fluctuating Asymmetry with Geometric Morphometrics: Concepts, Methods, and Applications

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                Author and article information

                Journal
                SYMMAM
                Symmetry
                Symmetry
                MDPI AG
                2073-8994
                January 2019
                December 29 2018
                : 11
                : 1
                : 26
                Article
                10.3390/sym11010026
                dbbe503b-eaac-4caa-a2bd-aefd4626dd4e
                © 2018

                https://creativecommons.org/licenses/by/4.0/

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