A Study of Classifying and Seriating Matrices. Technical Report No. 470. Report from the Project on Children's Learning and Development.

Autor/inn/en	Sipple, Thomas S.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	A Study of Classifying and Seriating Matrices. Technical Report No. 470. Report from the Project on Children's Learning and Development.
Quelle	(1978), (70 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classification; Cognitive Development; Cognitive Processes; Cross Sectional Studies; Developmental Stages; Difficulty Level; Elementary Education; Logical Thinking; Mathematical Concepts; Matrices; Performance Tests; Recall (Psychology); Research Reports; Sex Differences; Statistical Significance; Task Performance; Visual Stimuli + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Elementarunterricht; Matrizenrechnung; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Abberufung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied
Abstract	Matrix tasks designed to assess the logical properties of multiple classification and multiple seriation were administered to 105 first, third, and fifth grade children. The tasks included cross-class and double series matrices, each of which had a reproduction and a transposition instructional set, and a revised set of cross-class and double series matrix tasks using cylinders and squares. Task presentation order effects and sex differences were not noted. On the traditional matrix tasks, grade level differences reached statistical significance for cross-class tasks only; reproduction of the double series matrix was significantly easier than transposition; no intermatrix reproduction task comparisons were significant, while cross-class transposition was significantly easier than double series transposition. Approximately 50% of the children who passed a cross-class task and failed double series responded with a cross-classification in the traditional blue cylinders format. When stimulus conditions, number of possible correct solutions, and components of visual memory were all held constant on the revised matrix tasks, cross-class was significantly more difficult at the third grade level in both green square and blue cylinder formats. The revised green square and cylinder formats were equally difficult. Accordingly, cross-classification appeared to be more difficult than double seriation for children of transitional status. (Author/RD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC