Children's Beliefs about Everyday Reasoning

Autor/in	Amsterlaw, Jennifer
Titel	Children's Beliefs about Everyday Reasoning
Quelle	In: Child Development, 77 (2006) 2, S.443-464 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00881.x
Schlagwörter	Grade 1; Grade 5; Grade 3; Metacognition; Beliefs; Logical Thinking; Adults; Preadolescents; Young Children; Thinking Skills; Problem Solving; Age Differences; Developmental Stages + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Belief; Glaube; Pre-adolescence; Präadoleszenz; Frühe Kindheit; Denkfähigkeit; Problemlösen; Age; Difference; Age difference; Altersunterschied
Abstract	Two studies investigated children's metacognition about everyday reasoning, assessing how they distinguish reasoning from nonreasoning and "good" reasoning from "bad." In Study 1, 80 1st graders (6-7 years), 3rd graders (8-9 years), 5th graders (10-11 years), and adults (18+ years) evaluated scenarios where people (a) used reasoning, (b) solved problems with nonreasoning approaches, or (c) reacted appropriately but automatically to events. All age groups distinguished reasoning from type (b) nonreasoning cases, but age-related improvement occurred for type (c) cases. Study 2 tested 160 1st, 3rd, 5th graders' and adults' evaluation of good and bad reasoning processes, finding 2 developmental changes: initial improvement in discriminating thinking processes by 3rd grade and emergence of an adult-like, process-focused (vs. outcome-focused) concept of thinking quality by 5th grade. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10