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首页> 外文学位 >THE EFFECTS OF PERCEPTUAL DIFFERENTIATION AND CONCEPTUAL ORGANIZATION UPON CHILDREN'S HYPOTHESIS-TESTING BEHAVIOR IDENTIFICATION, PROBLEM-SOLVING, RAVEN'S CPM).
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THE EFFECTS OF PERCEPTUAL DIFFERENTIATION AND CONCEPTUAL ORGANIZATION UPON CHILDREN'S HYPOTHESIS-TESTING BEHAVIOR IDENTIFICATION, PROBLEM-SOLVING, RAVEN'S CPM).

机译：知觉区分和概念组织对儿童假设检验行为识别，问题解决，乌鸦千次曝光出价的影响）。

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摘要

The present study investigated the contributions of perceptual eductive skills (measured by Raven's Coloured Progressive Matrices Test) and mode of conceptual organization (measured by the Written Picture Pairing Test) to children's performance on concept identification tasks. In addition, it investigated the extent to which the type and structure of concepts used in such tasks would mediate the influence of these subject variables.;A sample of 77 middle class children in grades 2, 3, 5, and 6 was divided into eight groups on the basis of age (8.5 years vs. 11.5 years), perceptual eduction skills (low vs. high), and preferred mode of conceptual organization (schematic vs. categorical). Subjects were administered concept identification problems differing in concept type (perceptual, functional, or nominal) and structure (multiplicative vs. additive). Three areas of concept attainment performance were considered: (1) general task performance; (2) short-term information-processing efficiency; and (3) long-term planful hypothesis testing. Familiar stimulus materials were used and problems were cast in a game-and-story context ("Auntie Jane's Suitcase") in order to maximize children's understanding of the nature of the task.;Separate three-way analyses of covariance (with IQ as the covariate) revealed that (1) older children scored significantly higher than younger children on verbal attainment (p < .01) and long-term planful hypothesis-testing measures (p < .05) in the functional-additive concept condition; (2) children in the high perceptual eduction ability group scored significantly higher than those in the low group on verbal attainment (p < .01) and long-term planful hypothesis-testing measures (p < .05) in the perceptual-multiplicative concept condition; and (3) measures of verbal concept attainment were moderately related to academic achievement for all three test conditions.;Perseveration effects were found to be manifest as deficits in long-term planful hypothesis-testing rather than in short-term information utilization. Children were found to be very efficient in their ability to use available information on a trial-by-trial basis. Performance deficits involved an inability to integrate information across trials.;Results are discussed as they relate to current models of problem solving and hypothesis testing among young school children; methodological issues surrounding the use of the concept identification paradigm as a means of studying children's cognitive skills are also considered.
机译：本研究调查了感知性的养育技能（通过Raven的彩色渐进矩阵测试衡量）和概念组织模式（通过书面图片配对测试衡量）对儿童在概念识别任务中的表现的贡献。此外，它还研究了在此类任务中使用的概念的类型和结构在多大程度上介导这些主题变量的影响。;将77个2、3、5和6年级的中产阶级儿童的样本分为八个根据年龄（8.5岁对11.5岁），知觉教育技能（低对高）和概念性组织的偏爱模式（示意图与分类）进行分组。向受试者进行概念识别问题，概念问题在概念类型（感知，功能或名义）和结构（乘性与加性）上不同。考虑了概念成就表现的三个方面：（1）一般任务表现； （2）短期信息处理效率； （3）长期计划性假设检验。使用熟悉的刺激材料，并在游戏和故事情境（“简姨妈的手提箱”）中投出问题，以最大程度地使孩子对任务的性质有所了解。；分别对协方差进行三向分析（以智商为基础）。协变量）显示（1）在功能加性概念条件下，年龄较大的儿童在言语能力（p <.01）和长期计划性假设检验量度（p <.05）上的得分明显高于年龄较小的儿童； （2）在知觉-乘法概念中，高知觉能力组的儿童在言语能力（p <.01）和长期计划性假设检验量度（p <.05）方面的得分明显高于低组。健康）状况; （3）在所有这三种测试条件下，口头概念素养的测度与学业成绩均具有适度的相关性。在长期的有计划的假设检验中，而不是在短期信息利用中，持续性效应被证明是缺陷。发现儿童在逐项试验中使用可用信息的能力非常有效。绩效缺陷涉及无法在整个试验中整合信息。；由于结果与年幼儿童的问题解决和假设测试的当前模型有关，因此对其进行了讨论；还考虑了围绕概念识别范式作为学习儿童认知技能的一种方法论问题。

著录项

  • 作者

    BERNT, FRANK MARION.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Educational psychology.
  • 学位 Ph.D.
  • 年度 1986
  • 页码 158 p.
  • 总页数 158
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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