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Learning from Explaining: Does It Matter if Mom Is Listening?
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Rittle-Johnson, B.; Saylor, M.; Swygert, K.E. – Journal of Experimental Child Psychology, 2008
The goal of the current study was to examine whether explaining to another person improves learning and transfer. In the study, 4- and 5-year-olds (N=54) solved multiple classification problems, received accuracy feedback, and were prompted to explain the correct solutions to their moms, to explain the correct solutions to themselves, or to repeat…
Descriptors: Problem Solving, Mothers, Transfer of Training, Classification
A Developmental and Cross-Cultural Study of the Influences of Rule Structure and Problem Composition on the Learning of Conceptual Classifications
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Ciborowski, Tom; Cole, Michael – Journal of Experimental Child Psychology, 1973
Taken together, these five studies using structurally different kinds of conceptual problems provide evidence for qualitative developmental and cultural differences in classificatory behavior. (Authors/CB)
Descriptors: Age Differences, Classification, Concept Formation, Cross Cultural Studies
Cognitive Style and Elaboration of Logical Abilities in Hearing-Impaired Children.
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Dillon, Ronna F. – Journal of Experimental Child Psychology, 1980
Descriptors: Children, Classification, Cognitive Style, Cognitive Tests
The Influence of Working Memory and Classification Ability on Children's Word Problem Solution.
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Swanson, H. Lee; And Others – Journal of Experimental Child Psychology, 1993
Investigated the effect of children's problem schemata and working memory span on the accuracy of children's solutions of arithmetic word problems. Results supported the hypothesis that the amount of working memory resources activated is independent of schemata activation, and indicated a weak relationship between memory and problem-solving…
Descriptors: Arithmetic, Classification, Elementary Education, Elementary School Students
Age, Memory Load, and Individual Differences in Working Memory as Determinants of Class-Inclusion Reasoning.
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Rabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly – Journal of Experimental Child Psychology, 2002
This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory…
Descriptors: Age Differences, Children, Classification, Cognitive Development