It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions

Three experiments compared performance and transfer among children aged 83-94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1, all children completed the posttest in a written format, while in Experiment 2, all children took a posttest using manipulatives. Experiment 3 investigated how altered surface features of the blocks affected posttest performance, subtraction strategies and mathematical behaviors. In the first two experiments, children demonstrated performance gains when the posttest format was identical to the instructed format, but failed to demonstrate transfer from the instructed format to an incongruent posttest. Posttest performance in these two experiments provides evidence for bidirectional challenges in transfer between manipulatives and written instruction. In the third experiment, children who learned with standard, unaltered blocks more often used productive problem-solving strategies and engaged in mathematical behaviors significantly more often than children who used blocks with altered surface features. Flexibility and the need to provide explicit links between written and manipulatives instruction are discussed.Fil: David, Uttal H.. Northwestern University; Estados UnidosFil: Amaya, Meredith. Northwestern University; Estados UnidosFil: Maita, María del Rosario. Northwestern University; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Liu Hand, Linda. Northwestern University; Estados Unidos. University of Iowa; Estados UnidosFil: Cohen, Cheryl. Northwestern University; Estados UnidosFil: O'Doherty, Katherine. Vanderbilt University; Estados UnidosFil: Deloache, Judy. University of Virginia; Estados Unido

Skills, plans, and self-regulation

Chapter to appear in R. Siegler (Ed.), Children's Thinking : What develops. Thirteenth annual Carnegie Symposium on Cognition, Lawrence Erlbaum Associates, Hillsdale, N.J., 1978.Bibliography: leaves 50-5

Joint picturebook interactions of mothers and one-year-old children

Running title: PicturebookIncludes bibliographical references (leaves 32-35)Supported in part by grant HD-05951 from NICHHD and contract no. 400-81-0030 of the National Institute of Educatio

Die Entwicklung von Kindern: eine Einführung

Das Kapitel behandelt zunächst die Gründe für die Untersuchung der Kindesentwicklung und ihre historischen Wurzeln. Es werden anschließend Leitfragen der Kindesentwicklung sowie Methoden der Untersuchung kindlicher Entwicklung erläutert. Eine Zusammenfassung stellt schließlich die Kernthesen der einzelnen Abschnitte in einer kompakten Übersicht dar.(DIPF/paul

Individual Differences in Infant Visual Memory

94 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1973.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Get the picture? The effects of iconicity on toddlers' reenactment from picture books

What do toddlers learn from everyday picture-book reading interactions? To date, there has been scant research exploring this question. In this study, the authors adapted a standard imitation procedure to examine 18- to 30-month-olds' ability to learn how to reenact a novel action sequence from a picture book. The results provide evidence that toddlers can imitate specific target actions on novel real-world objects on the basis of a picture-book interaction. Children's imitative performance after the reading interaction varied both as a function of age and the level of iconicity of the pictures in the book. These findings are discussed in terms of children's emerging symbolic capacity and the flexibility of the cognitive representation

Infancia y aprendizaje

Resumen tomado de la revistaPresenta el resultado de una investigación sobre la comprensión que los niños pequeños tienen de las relaciones simbólicas entre una fotografía y su referente. Se centra en si los niños de 24 meses son capaces de seleccionar una fotografía que corresponda a una situación real observada (el ocultamiento de un objeto) y comparar este procedimiento con su inverso, en el cual los niños deben guiar su comportamiento (la búsqueda del objeto escondido) sobre la base de la información suministrada por una fotografía. Los resultados obtenidos muestran que los niños de 24 meses logran, bajo determinadas circunstancias, conectar una situación real observada con su representación simbólica (fotografía). Sin embargo, tienen grandes dificultades en utilizar una fotografía como fuente de conocimiento acerca de una realidad presente. Esta discrepancia en la ejecución simbólica de los niños en las dos tareas se discute sobre la base de las relaciones simbólicas en ellas involucradas.CataluñaES