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| Autor/inn/en | Colardyn, Danielle; White, Kathleen M. |
|---|---|
| Titel | Mental Representation and Problem Solving in Work-Study Students. |
| Quelle | (1985), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Cognitive Style; Foreign Countries; Logical Thinking; Postsecondary Education; Problem Solving; Student Development; Work Experience; Work Study Programs; France (Paris) |
| Abstract | Transitional situations, such as those experienced by work study students, may create cognitive difficulties by requiring people to simultaneously use both a learning and a use logic. To examine this phenomenon, a problem solving task (electrical schemata of a washing machine) was administered to 43 full time students and 51 work study students studying electricity. The schemata was administered before and after a 2-week on-the-job training program for work study students. Data analysis revealed five categories of errors. With regard to these categories, both full time and work study students presented roughly the same pattern of mistakes on the pretest. Comparison of pre- and post-test results, however, revealed that full time students showed a significant decrease in the number of mistakes made while the nature of the errors stayed the same between the two tests. Work study students maintained a constant number of mistakes between pre- and post-tests, but the nature of the errors changed. These results suggest that full time students experienced no disruption in the evolution of their mental representation while work study students experienced interference with the evolution in the learning logic and a change in mental representation. This change in mental representation might be seen as a first step in a cognitive process of integration of the learning and the use logics. (NRB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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