What Leads Children to Adopt New Strategies?: A Microgenetic/Cross-Sectional Study of Class Inclusion

Autor/inn/en	Siegler, Robert S.; Svetina, Matija
Titel	What Leads Children to Adopt New Strategies?: A Microgenetic/Cross-Sectional Study of Class Inclusion
Quelle	In: Child Development, 77 (2006) 4, S.997-1015 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00915.x
Schlagwörter	Young Children; Social Bias; Logical Thinking; Child Development; Cognitive Development; Childhood Attitudes; Inclusive Schools + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindesentwicklung; Kognitive Entwicklung; Inclusive school; Integrative Schule
Abstract	Learning of class inclusion by 5-year-olds in response to empirical and logical explanations of an adult's answers was examined. Contrary to the view that young children possess an empirical bias, 5-year-olds learned more, and continued learning for longer, when given logical explanations of correct answers than when given empirical explanations. Once children discovered how to solve the problems, they showed few regressions. Many children in the microgenetic experiment followed the path of change anticipated from previous cross-sectional studies, but children in the cross-sectional part of the study seemed to follow a different path. Reasons for the superior effectiveness of the logical explanations were discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10