Literaturnachweis - Detailanzeige
Autor/in | Wohlwill, Joachim F. |
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Titel | The place of structured experience in early cognitive development. |
Quelle | In: Interchange, (1970) 2, S.13-27Infoseite zur Zeitschrift
PDF als Volltext |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-5230 |
DOI | 10.1007/BF02214856 |
Schlagwörter | Performance Relativement; Cognitive Development; Differential Response; Program Experience; Transfer Horizontal |
Abstract | Abstract This paper examines the role of structured or programmed experience in early cognitive learning, as embodied in prevalent approaches to the acceleration of such learning and to preschool education. Starting from a brief overview of research on the effects of training on the acquisition of conservation, the argument is presented that this concept is normally acquired as a by-product of the child's activities forming part of his normal, unstructured experience. A research project predicated on this view, and designed to reveal the link between changes in spontaneous measuring and ordering activities and the onset of conservation, is described. In the second part of the paper a pyramidal model of cognitive development is suggested, contrasting the effects of programmed learning, emphasizing vertical transfer at the expense of horizontal, to the opposite effects of unstructured experience. Finally, young children's differential response to structured versus unstructured situations is related to the development of creative behavior, leading to a reinterpretation of the basis for their relatively poor performance on standard measures of such behavior. |
Erfasst von | OLC |
Update | 2023/2/05 |