The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning

Understanding and supporting block play: video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking

This article reports on a study conducted to investigate the development of abstract thinking in preschool children (ages from 3 years to 4 years old) in a nursery school in England. Adopting a social influence approach, the researcher engaged in 'close listening' to document children's ideas expressed in various representations through video observation. The aim was to identify behaviours connected with features of the functional dependency relationship – a cognitive function that connects symbolic representations with abstract thinking. The article presents three episodes to demonstrate three dominating features, which are i) child/child sharing of thinking and adult and child sharing of thinking; ii) pause for reflection; and iii) satisfaction as a result of self-directed play. These features were identified as signs of learning, and were highlighted as phenomena that can help practitioners to understand the value of quality play and so provide adequate time and space for young children and plan for a meaningful learning environment. The study has also revealed the importance of block play in promoting abstract thinking. Keywords: abstract thinking; functional dependency relationship; social influence approach; block play; preschool; video observation; qualitative researc

Child categorization

Categorization is a process that spans all of development, beginning in earliest infancy yet changing as children's knowledge and cognitive skills develop. In this review article, we address three core issues regarding childhood categorization. First, we discuss the extent to which early categories are rooted in perceptual similarity versus knowledge-enriched theories. We argue for a composite perspective in which categories are steeped in commonsense theories from a young age but also are informed by low-level similarity and associative learning cues. Second, we examine the role of language in early categorization. We review evidence to suggest that language is a powerful means of expressing, communicating, shaping, and supporting category knowledge. Finally, we consider categories in context. We discuss sources of variability and flexibility in children's categories, as well as the ways in which children's categories are used within larger knowledge systems (e.g., to form analogies, make inferences, or construct theories). Categorization is a process that is intrinsically tied to nearly all aspects of cognition, and its study provides insight into cognitive development, broadly construed. WIREs Cogn Sci 2011 2 95–105 DOI: 10.1002/wcs.96 For further resources related to this article, please visit the WIREs websitePeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/78491/1/96_ftp.pd

Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh

The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children (n = 29) received math and science classes outdoors, while a comparison group (n = 32) received usual indoor classes. A control school with no changes to the outdoor environment was included (n = 62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment, and work collaboratively. These results highlight the potential for school ground design to contribute to improvement of children’s academic attainment in developing countries

Perceived Object Stability Depends on Multisensory Estimates of Gravity

BACKGROUND: How does the brain estimate object stability? Objects fall over when the gravity-projected centre-of-mass lies outside the point or area of support. To estimate an object's stability visually, the brain must integrate information across the shape and compare its orientation to gravity. When observers lie on their sides, gravity is perceived as tilted toward body orientation, consistent with a representation of gravity derived from multisensory information. We exploited this to test whether vestibular and kinesthetic information affect this visual task or whether the brain estimates object stability solely from visual information. METHODOLOGY/PRINCIPAL FINDINGS: In three body orientations, participants viewed images of objects close to a table edge. We measured the critical angle at which each object appeared equally likely to fall over or right itself. Perceived gravity was measured using the subjective visual vertical. The results show that the perceived critical angle was significantly biased in the same direction as the subjective visual vertical (i.e., towards the multisensory estimate of gravity). CONCLUSIONS/SIGNIFICANCE: Our results rule out a general explanation that the brain depends solely on visual heuristics and assumptions about object stability. Instead, they suggest that multisensory estimates of gravity govern the perceived stability of objects, resulting in objects appearing more stable than they are when the head is tilted in the same direction in which they fall

Assessing Causality in the Relationship Between Adolescents’ Risky Sexual Online Behavior and Their Perceptions of this Behavior

The main aim of this study was to investigate the causal nature of the relationship between adolescents’ risky sexual behavior on the internet and their perceptions of this behavior. Engagement in the following online behaviors was assessed: searching online for someone to talk about sex, searching online for someone to have sex, sending intimate photos or videos to someone online, and sending one’s telephone number and address to someone exclusively known online. The relationship between these behaviors and adolescents’ perceptions of peer involvement, personal invulnerability, and risks and benefits was investigated. A two-wave longitudinal study among a representative sample of 1,445 Dutch adolescents aged 12–17 was conducted (49% females). Autoregressive cross-lagged structural equation models revealed that perceived peer involvement, perceived vulnerability, and perceived risks were all significant predictors of risky sexual online behavior 6 months later. No reverse causal paths were found. When the relationships between perceptions and risky sexual online behavior were modeled simultaneously, only perceived peer involvement was a determinant of risky sexual online behavior. Findings highlight the importance of addressing peer involvement in future interventions to reduce adolescents’ risky sexual online behavior

The Quantum Mind: Alternative Ways of Reasoning with Uncertainty

© 2018, Ontario Institute for Educational Studies (OISE). Human reasoning about and with uncertainty is often at odds with the principles of classical probability. Order effects, conjunction biases, and sure-thing inclinations suggest that an entirely different set of probability axioms could be developed and indeed may be needed to describe such habits. Recent work in diverse fields, including cognitive science, economics, and information theory, explores alternative approaches to decision theory. This work considers more expansive theories of reasoning with uncertainty while continuing to recognize the value of classical probability. In this paper, we discuss one such alternative approach, called quantum probability, and explore its applications within decision theory. Quantum probability is designed to formalize uncertainty as an ontological feature of the state of affairs, offering a mathematical model for entanglement, de/coherence, and interference, which are all concepts with unique onto-epistemological relevance for social theorists working in new and trans-materialisms. In this paper, we suggest that this work be considered part of the quantum turn in the social sciences and humanities. Our aim is to explore different models and formalizations of decision theory that attend to the situatedness of judgment. We suggest that the alternative models of reasoning explored in this article might be better suited to queries about entangled mathematical concepts and, thus, be helpful in rethinking both curriculum and learning theory