Effects of Object Curiosity on Exploratory Learning in Young Children

1978 ◽  
Vol 42 (3) ◽  
pp. 899-908 ◽  
Author(s):  
Kayoko Inagaki
Keyword(s):  
Young Children ◽  
Test Performance ◽  
Verbal Ability ◽  
Learning Task ◽  
Kindergarten Children ◽  
Exploratory Learning ◽  
Individual Trait ◽  
Learning Test

To examine relationships between curiosity as an individual trait and the processes and products of exploratory learning, 51 kindergarten children of age six were given an object curiosity task and an exploratory learning task. The latter was designed to arouse much uncertainty or dissonance and to permit children to engage in further exploration without interference. Highly curious children, as defined by their object curiosity scores, acquired significantly more information through exploration than their low-curiosity counterparts, though they explored in only insignificantly more varied ways. This superiority of highly curious children in exploratory learning test performance remained even when the effect of verbal ability was held constant.

Category Learning in Schoolchildren. Its Relation to Age, Academic Marks and Resolution Patterns

2019 ◽  
Vol 22 ◽  
Author(s):  
Cristina Casadevante ◽  
Miriam Romero ◽  
Tatiana Fernández-Marcos ◽  
José Manuel Hernández
Keyword(s):  
Young Children ◽  
Learning Process ◽  
Category Learning ◽  
Response Speed ◽  
Learning Task ◽  
Children's Behavior ◽  
Computerized Task ◽  
Learning Test ◽  
The Impact

Abstract The aim of this research was to study the learning process using an objective and computerized task. The performance of 466 schoolchildren aged between 6 and 11 in a category learning task, the Category Learning Test (CLT), was examined. The results showed evidence of category learning throughout the trials for the whole sample, F(7, 469) = 29.979, p <.001. In addition, categorization performance improved with age, H(2) = 48.475, p <.001. However, there were old children that struggled with the task and young children that performed very well. The ability to learn the categories was related to the children’s behavior when trying to solve the task: the response speed (r = –.217, p <.01) and the organization index (r = .247, p <.01). Nevertheless, performance in the task and academic marks were not related. We discuss the impact of these findings on the promotion and improvement of learning in schools: an intervention to promote slowness and organization might help some children to learn.

Influence of General and Crystallized Intelligence on Vocabulary Test Performance

2002 ◽  
Vol 18 (1) ◽  
pp. 78-84 ◽  
Author(s):  
Eva Ullstadius ◽  
Jan-Eric Gustafsson ◽  
Berit Carlstedt
Keyword(s):  
Hierarchical Model ◽  
Test Performance ◽  
Verbal Ability ◽  
Testing Procedure ◽  
Intellectual Ability ◽  
Analysis Of Covariance ◽  
Categorical Variables ◽  
Vocabulary Test ◽  
Crystallized Intelligence ◽  
General Ability

Summary: Vocabulary tests, part of most test batteries of general intellectual ability, measure both verbal and general ability. Newly developed techniques for confirmatory factor analysis of dichotomous variables make it possible to analyze the influence of different abilities on the performance on each item. In the testing procedure of the Computerized Swedish Enlistment test battery, eight different subtests of a new vocabulary test were given randomly to subsamples of a representative sample of 18-year-old male conscripts (N = 9001). Three central dimensions of a hierarchical model of intellectual abilities, general (G), verbal (Gc'), and spatial ability (Gv') were estimated under different assumptions of the nature of the data. In addition to an ordinary analysis of covariance matrices, assuming linearity of relations, the item variables were treated as categorical variables in the Mplus program. All eight subtests fit the hierarchical model, and the items were found to load about equally on G and Gc'. The results also indicate that if nonlinearity is not taken into account, the G loadings for the easy items are underestimated. These items, moreover, appear to be better measures of G than the difficult ones. The practical utility of the outcome for item selection and the theoretical implications for the question of the origin of verbal ability are discussed.

Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

2005 ◽  
Vol 52 (4) ◽  
pp. 264-271 ◽  
Author(s):  
Tom Beckers ◽  
Uschi Van den Broeck ◽  
Marij Renne ◽  
Stefaan Vandorpe ◽  
Jan De Houwer ◽  
...  
Keyword(s):  
Young Children ◽  
Associative Learning ◽  
Learning Theory ◽  
Causal Structure ◽  
Age Groups ◽  
Learning Task ◽  
Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

Verbal Recall After Mild Traumatic Brain Injury: Sensitivity of the Rapid Screen of Concussion

2003 ◽  
Vol 4 (2) ◽  
pp. 155-167 ◽  
Author(s):  
Karleigh Jayne Kwapil ◽  
Gina Geffen ◽  
Ken McFarland ◽  
Veronica Eileen DeMonte
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Verbal Memory ◽  
Test Performance ◽  
Verbal Learning ◽  
Clinical Samples ◽  
Classification Rate ◽  
Delayed Recall ◽  
Learning Test

AbstractThe present study aimed to determine whether including a sensitive test of immediate and delayed recall would improve the diagnostic validity of the Rapid Screen of Concussion (RSC) in mild Traumatic Brain Injury (mTBI) versus orthopaedic clinical samples. Two studies were undertaken. In Study 1, the performance of 156 mTBI and 145 orthopaedic participants was analysed to identify the number of individuals who performed at ceiling on the verbal memory subtest of the RSC, as this test required immediate and delayed recall of only five words. A second aim was to determine the sensitivity and specificity levels of the RSC. Study 2 aimed to examine whether replacement of the verbal memory subtest with the 12-word Hopkins Verbal Learning Test (HVLT) could improve the sensitivity of the RSC in a new sample of 26 mTBI and 30 orthopaedic participants. Both studies showed that orthopaedic participants outperformed mTBI participants on each of the selected measures. Study 1 showed that 14% of mTBI participants performed at ceiling on the immediate and 21.2% on delayed recall test. Performance on the original battery yielded a sensitivity of 82%, specificity of 80% and overall correct classification of 81.5% participants. In Study 2, inclusion of the HVLT improved sensitivity to a level of 88.5%, decreased specificity to a level of 70% and resulted in an overall classification rate of 80%. It was concluded that although inclusion of the five-word subtest in the RSC can successfully distinguish concussed from non-concussed individuals, use of the HVLT in this protocol yields a more sensitive measure of subtle cognitive deficits following mTBI.

The relationships among verbal ability, executive function, and theory of mind in young children with cochlear implants

2018 ◽  
Vol 57 (12) ◽  
pp. 881-888 ◽  
Author(s):  
Meizhu Liu ◽  
Lingxiang Wu ◽  
Weijing Wu ◽  
Guangdi Li ◽  
Taisheng Cai ◽  
...  
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Young Children ◽  
Cochlear Implants ◽  
Verbal Ability

scholarly journals Detecting the significance of changes in performance on the Stroop Color-Word Test, Rey's Verbal Learning Test, and the Letter Digit Substitution Test: The regression-based change approach

2007 ◽  
Vol 14 (1) ◽  
pp. 71-80 ◽  
Author(s):  
WIM VAN DER ELST ◽  
MARTIN P.J. VAN BOXTEL ◽  
GERARD J.P. VAN BREUKELEN ◽  
JELLE JOLLES
Keyword(s):  
Test Performance ◽  
Cognitive Abilities ◽  
Color Word ◽  
Verbal Learning ◽  
Change Score ◽  
Total Recall ◽  
Word Test ◽  
Age Related ◽  
Stroop Color Word Test ◽  
Learning Test

Serial neuropsychological assessment is often conducted to monitor changes in the cognitive abilities of individuals over time. Because practice effects occur and the reliability of test scores is less than perfect, it is difficult to judge whether varying test results should be attributed to chance trends or to real changes in underlying cognitive abilities. In a large sample of adults (age range, 49–81 years), we evaluated the influence of age, gender, and education on test–retest changes in performance after 3 years on Rey's Verbal Learning Test (VLT), the Stroop Color-Word Test (SCWT), and the Letter Digit Substitution Test (LDST). A new statistical method was applied to assess the significance of changes in test performance (i.e., the regression-based change method). The results showed that test–retest changes differed as a function of age for the VLT Total recall 1–3, VLT Total recall 1–5, VLT Delayed recall, and LDST measures. An age × gender interaction was found for the SCWT Interference change score, suggesting that the age-related decline in executive functioning after 3 years was more pronounced for males than for females. A normative change table with appropriate corrections for the relevant independent variables was established. (JINS, 2008,14, 71–80.)

scholarly journals Questioning supports effective transmission of knowledge and increased exploratory learning in pre-kindergarten children

2018 ◽  
Vol 21 (6) ◽  
pp. e12696 ◽  
Author(s):  
Yue Yu ◽  
Asheley R. Landrum ◽  
Elizabeth Bonawitz ◽  
Patrick Shafto
Keyword(s):  
Kindergarten Children ◽  
Exploratory Learning ◽  
Transmission Of Knowledge ◽  
Effective Transmission

scholarly journals ENSINANDO MATEMÁTICA AOS BEBÊS: encantos, descobertas e exploração das relações entre grandezas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 89
Author(s):  
Luciana Figueiredo Lacanallo Arrais ◽  
Lucinéia Maria Lazaretti ◽  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga de Moraes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Kindergarten Children ◽  
Pedagogical Practice ◽  
Current Analysis ◽  
Childhood Education ◽  
Two Factors ◽  
Teaching Of Mathematics ◽  
Crucial Condition

  No cenário da educação infantil, principalmente na prática pedagógica com bebês, ainda persistem desafios em torno da organização do ensino para esse período de vida. Diante disso, este texto tem o objetivo de discutir as possibilidades educativas para os primeiros anos de vida da criança em relação à aprendizagem da matemática por meio de uma atividade de ensino, considerando a singularidade do desenvolvimento infantil. Ancoradas na Teoria Histórico-Cultural, estruturamos essa discussão em dois momentos: a) a especificidade do desenvolvimento da criança pequena e a organização do ensino de matemática na educação infantil; b) a análise de uma atividade de ensino para crianças do berçário. Esperamos que o texto possa auxiliar o trabalho educativo com a matemática na educação infantil, pois um ensino sistemático e dirigido, desde os primeiros anos, é condição fundamental para a aprendizagem e para as transformações qualitativas no desenvolvimento psíquico das crianças.Palavras-chave: Educação Infantil. Ensino de Matemática. Primeira Infância.TEACHING MATHEMATICS TO YOUNG CHILDREN: attraction, discovery and exploration in relationships between magnitudes ABSTRACT: Several challenges exist on teaching organization within early childhood, mainly with regard to the pedagogical practice with young children. Owing to the uniqueness of children´s development, the educational possibilities on the teaching of Mathematics, through activities, in their early life period, are discussed. Based on the Cultural and Historical Theory, current discussion underscores two factors: a) the specificity of children´s development and the organization of the teaching of Mathematics in early education; b) the analysis of a teaching activity for kindergarten children. The authors expect that current analysis will aid the teaching of Mathematics in young children´s education. In fact, systematic and monitored teaching during the early years of life is a crucial condition for learning and for qualitative transformations in children´s psychic development.Keywords: Early Childhood Education; the teaching of Mathematics; Early childhood.ENSEÑANDO MATEMÁTICA A LOS BEBÉS: encantos, descubrimientos y exploración de las relaciones entre grandezas RESUMEN: En el escenario de la educación inicial, principalmente en la práctica pedagógica con bebés, aún persisten desafíos en torno a la organización de la enseñanza para ese período de vida. Este texto tiene por objetivo discutir las posibilidades educativas de los primeros años de vida del niño en relación al aprendizaje de las matemáticas considerando la singularidad del desarrollo infantil, a través de una actividad educativa. Ancladas en la Teoría Histórico-Cultural, estructuramos esta discusión en dos momentos: a) la especificidad del desarrollo del niño y la organización de la enseñanza de las matemáticas en la educación inicial; b) el análisis de una actividad de enseñanza para bebés. Esperamos que el texto pueda auxiliar el trabajo educativo con las matemáticas en la educación inicial, pues una enseñanza sistemática y dirigida desde los primeros años es condición fundamental para el aprendizaje y las transformaciones cualitativas en el desarrollo psíquico de los niños.Palabras clave: Educación inicial; Enseñanza de la Matemática; Primera infancia. 

scholarly journals PO-288 Research on Norm Construction and Evaluating Levels of 20-m Running in Preschool Children

2018 ◽  
Vol 1 (5) ◽  
Author(s):  
Chuikun Li ◽  
Xue Li ◽  
Qiongjia Yuan ◽  
Zheng Zhao ◽  
Lan Li ◽  
...  
Keyword(s):  
Young Children ◽  
Physical Fitness ◽  
Evaluation System ◽  
The Body ◽  
Kindergarten Children ◽  
Test Results ◽  
Mean Values ◽  
Fitness Evaluation ◽  
Percentile Method ◽  
Significant Difference

Objective The study tested young children's 20-m running in Chengdu, analyzed of the characteristics of change in age and gender, to construct the norm and evaluation system of the 20-m running of young children and provide the basis for assessing children's sports ability and physical fitness. The results can used as one of the children's physical fitness evaluation content. Methods The stratified random sampling method was used to select kindergarten children in from 25 kindergartens in a district of Chengdu, and totally, 3089 children of 3-6 years old were tested．The best scores by two trials were used as the 20-m running performance. Results With the growth of the age, young children's 20 m running is gradually increased. There are significant differences in the mean values of boys and girls aged 3, 4, 5 and 6 (F = 228.696, F = 366.477, P < 0.01). Compared with boys and girls of the same age group, boys are superior to girls, and there is no significant difference between boys and girls aged 6 (F = 0.879, P > 0.05). The differences in other groups were statistically significant (F=0.138, F=0.204, F=0.133, P < 0.01). The percentile 10, 25, 50, 75, 90 values of the 20 m running of young children were recorded, respectively, and according to the statistical percentile method to divide the evaluation grade standards, the test results of the 10th, 25th, 75th and 90th percentage site test results were selected to develop the five-level rating system of children's 20 m running. Conclusions  With the growth of the age, young children's 20 m running is gradually increased, and there are significant differences between groups. It is suggested that the flexibility of nervous processes, the coordination of the body, the flexibility of joints and muscles, and the strength and endurance of muscles are gradually enhanced in children. Constructed the norm and five-grade evaluation system of preschool children's 20 m running, and provided the basis for formulating the grade standard of preschool children's physique evaluation in the future.

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