Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task

Autor/inn/en	Fyfe, Emily R.; McNeil, Nicole M.; Rittle-Johnson, Bethany
Titel	Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task
Quelle	In: Child Development, 86 (2015) 3, S.927-935 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12331
Schlagwörter	Preschool Children; Problem Solving; Logical Thinking; Classification; Abstract Reasoning; Comparative Analysis; Instructional Materials; Concept Formation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Classification system; Klassifikation; Klassifikationssystem; Abstraktes Denken; Denken; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Concept learning; Begriffsbildung
Abstract	The labels used to describe patterns and relations can influence children's relational reasoning. In this study, 62 preschoolers (M[subscript age] = 4.4 years) solved and described eight pattern abstraction problems (i.e., recreated the relation in a model pattern using novel materials). Some children were exposed to concrete labels (e.g., blue-red-blue-red) and others were exposed to abstract labels (e.g., A-B-A-B). Children exposed to abstract labels solved more problems correctly than children exposed to concrete labels. Children's correct adoption of the abstract language into their own descriptions was particularly beneficial. Thus, using concrete learning materials in combination with abstract representations can enhance their utility for children's performance. Furthermore, abstract language may play a key role in the development of relational thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01