Literaturnachweis - Detailanzeige
| Autor/in | Vaughter, R. M. |
|---|---|
| Institution | Northern Illinois Univ., De Kalb. |
| Titel | A Developmental Investigation of Oddity Concept Formation in Children. |
| Quelle | (1972), (33 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; College Students; Concept Formation; Concept Teaching; Development; Education; Educational Experience; Elementary School Students; Learning; Problem Solving; Productive Thinking; Responses; Teaching Methods |
| Abstract | Two studies are reported in which the relative difficulty of the utilization of two response strategies, matching and oddity, was assessed. Subjects for the first study were children ages 5-7, 8-10, and 11-13 years; in the second study, college adults were tested. Generally, subjects took more trials to learn matching problems than oddity problems. For the younger Ss: (1) oddity problem solving improved with age; and (2) matching problem solving in girls, but not in boys, improved with age. In the adult Ss, no sex differences in respect to problem type were observed. A model of matching and oddity problem-solving is presented which proposes: (1) that problem-solving involves the utilization of appropriate response strategies; (2) that a hierarchy of response strategies develops and the dominance of the hierarchy remains fairly constant across ages once established; (3) consistent matching responding involves suppression of the domanant oddity strategy; and (4) the mediation of inhibitory responses of more dominant responses takes time. The implications of the results for educational practices are discussed. (Author/TL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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