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What leads children to adopt new strategies? : a microgenetic/cross-sectional study of class inclusionSiegler, Robert S. ; Svetina, MatijaLearning 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, thew 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 studyseemed to follow a different path. Reasons for the superior effectiveness of the logical explanations were discussed.Source: Child development. - ISSN 0009-3920 (Vol. 77, no. 4, July/August 2006, str. 997-1015)Type of material - article, component part ; adult, seriousPublish date - 2006Language - englishCOBISS.SI-ID - 32746338
Author
Siegler, Robert S. |
Svetina, Matija
Topics
mikrogenetska metoda |
mikrogenetska študija |
razvoj konceptov |
razvoj otroka |
kognitivni razvoj |
klasifikacija |
predšolski otroci |
raziskovanje |
Slovenija |
microgenetic method |
microgenetic studies |
concept development |
childhood development |
cognitive development |
classification |
preschool children |
experimentation |
Slovenia
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Siegler, Robert S. | ![]() |
Svetina, Matija | 15062 |
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