Reflectivity as an Influence on Focusing Behavior of Children. Reprint.; [Report No.: LRDC-Pub-1972-8

Autor/inn/en	Nuessle, William; Siegel, Alexander W.
Institution	Pittsburgh Univ., PA. Learning Research and Development Center.
Titel	Reflectivity as an Influence on Focusing Behavior of Children. Reprint.; [Report No.: LRDC-Pub-1972-8
Quelle	(1972), (19 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Development; Cognitive Processes; Elementary School Students; Identification; Individual Development; Problem Solving; Productive Thinking; Secondary School Students + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Identifikation; Identifizierung; Individuelle Entwicklung; Problemlösen; Produktives Denken; Sekundarschüler
Abstract	This study investigated the influence of reflective and impulsive problem solving styles on the information processing proficiency focusing of fifth and ninth grade boys and girls using a concept identification procedure developed by Levine (1966). The major findings include: (1) both ninth grade Ss as compared with fifth grade Ss, and reflective Ss as compared with impulsive Ss, tend to be more proficient focusers and to have longer latencies following feedback; and (2) longer latencies following negative feedback are associated with more proficient focusing on Levine's task. It is concluded that developmental differences in focusing are strongly related to developmental differences in reflection-impulsivity. An examination of Levine's task revealed the likelihood that a reflective cognitive style facilitates focusing because it allows for the more effective search for and retrieval of stored information. (Author)
Anmerkungen	LRDC, 160 North Craig Street, Pittsburgh, Pennsylvania 15213 ($.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01