An Investigation of Instructional Transfer Effects for Conservation, Transitive Inference, and Class Inclusion Reasoning in Kindergarten and First Grade Children.

Autor/inn/en	Peterson, Gary W.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	An Investigation of Instructional Transfer Effects for Conservation, Transitive Inference, and Class Inclusion Reasoning in Kindergarten and First Grade Children.
Quelle	(1976), (92 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Development; Conservation (Concept); Developmental Stages; Elementary Education; Elementary School Students; Feedback; Literature Reviews; Measurement Instruments; Research; Sex Differences; Small Group Instruction; Tables (Data); Teacher Influence + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Konservierung; Elementarunterricht; Forschung; Sex difference; Geschlechtsunterschied; Tabelle
Abstract	The efficacy of small group instructional activities dealing with transitive inference, conservation, and class inclusion of length was investigated in a sample of kindergarten (N=44) and first grade (N=45) children (mean ages of 5 years, 7 months and 6 years, 7 months respectively). The two instructional sessions (10 to 15 minutes each) employed a game-like atmosphere, peer-groups/teacher interaction, and positive feedback within a small group context. Assessment of instructional effects included pretesting, immediate posttesting, and delayed posttesting (three months subsequent to training) on the above concept domains in addition to a quasi-standardized series of tasks based upon the concrete operations period "groupements." Preliminary analyses indicated a lack of order of presentation effects, sex differences, tester and teacher biases, and pretest distinctions among the experimental conditions (six treatment conditions, three control conditions). The normative order of item difficulty and the associated differential instructional susceptibility indicated that concepts of transitive inference precede conservation which are in turn mastered prior to class inclusion understanding. Apparent task ceiling effects precluded transitivity instructional effects. Significant specific instructional effects were shown only for the conservation training conditions. Intraconcept transfer to the counterpart weight concept cases was not shown. In relative contrast, some evidence for interconcept generalization was demonstrated for the conservation and transitivity concept domains and to the logical "groupement" performances. Little evidence was found for significant treatment/grade-level interactions. Implications of the present findings for the status of cognitive stages of development are discussed. (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC