Developmental differences in rule learning: A microgenetic analysis

被引:102
作者
Siegler, RS [1 ]
Chen, Z [1 ]
机构
[1] Carnegie Mellon Univ, Dept Psychol, Pittsburgh, PA 15213 USA
关键词
D O I
10.1006/cogp.1998.0686
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Trial-by-trial strategy assessments and a microgenetic design were used to examine 4- and 5-year-olds' learning of rules for solving balance scale problems. The design allowed us to examine simultaneously the contribution to rule learning of distal variables (qualities and knowledge with which children enter the learning situation) and proximal variables (processes that they execute during learning). Developmental differences in learning arose through two distal variables that were correlated with age-initial rule use and initial encoding-helping older children to execute several proximal processes-noticing the potential explanatory role of a key variable, formulating a more advanced rule, and generalizing and maintaining the rule. Joint consideration of distal and proximal influences seems likely to be generally useful for understanding learning and development. (C) 1998 Academic Press.
引用
收藏
页码:273 / 310
页数:38
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