Decentration, Discriminative Shift Behavior, Verbal Mediation, and Academic Achievement in Young Children.

Autor/inn/en	Ginther, Dean W.; Brazas, Adam T.
Titel	Decentration, Discriminative Shift Behavior, Verbal Mediation, and Academic Achievement in Young Children.
Quelle	(1986), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Discrimination Learning; Grade 1; Hypothesis Testing; Learning Processes; Learning Theories; Microcomputers; Piagetian Theory; Primary Education; Problem Solving; Research Methodology; Responses; Shift Studies; Stimuli; Verbal Stimuli; Metropolitan Readiness Tests + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernen; Lernprozess; School year 01; 1. Schuljahr; Schuljahr 01; Hypothesenprüfung; Hypothesentest; Learning process; Learning theory; Lerntheorie; Primarbereich; Problemlösen; Research method; Forschungsmethode; Schichtunterricht; Anreizsystem
Abstract	The contribution of decentration as an underlying component of discrimination learning and discrimination shift behavior was investigated in this study. In addition, the effect of verbal labeling and the relationship of academic achievement to discrimination learning and decentration was considered. The subjects were 120 first grade students who were identified and placed within subgroups of either high or low decentration and one of three verbal labeling groups. The results did not support the hypothesis that facility in decentration is an underlying component of successful discrimination problem solving or discrimination shift behavior. In addition, verbal labeling did not facilitate discrimination learning or shift behavior. The saliency of the stimulus was found to be related to both facility in discrimination learning and likelihood of reversal shifts. Finally, academic achievement was shown to be consistently related to ability to decenter, while success of discrimination learning and shift behavior was unrelated to academic achievement. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC