Developmental Stages, Hypothesis Theory, and Individual Differences.

Autor/in	Gholson, Barry
Titel	Developmental Stages, Hypothesis Theory, and Individual Differences.
Quelle	(1977), (22 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Age Differences; Cognitive Development; Cognitive Style; College Students; Comparative Analysis; Developmental Stages; Elementary School Students; Feedback; Individual Differences; Learning Processes; Preschool Children; Problem Solving + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Cognitive styles; Kognitiver Stil; Collegestudent; Individueller Unterschied; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen
Abstract	In recent research, sequences of hypotheses observed during problem-solving have been categorized according to six hypothesis sampling systems that vary in efficiency. Three systems were characterized as strategies (focus, dimension check, hypothesis check) because they always lead eventually to solution. The remainder were called stereotypes (stimulus preference, position alternate, position perseverate) because they involve repeated manifestation of the same hypothesis (despite disconfirmation) and never lead to solution. Preliminary research revealed some striking developmental differences: Kindergarten children showed stereotypes in 90% of their problems; elementary-school children showed mostly dimension- and hypothesis-checking (65 to 80%) and little focusing (0 to 10%); college students showed focusing in half their problems and no stereotypes. These differences were compared to Piagetian stages of cognitive development. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC