Inhibition and Language Pragmatic View in Redundant Data Problem Solving

Autor/inn/en	Setti, Annalisa; Caramelli, Nicoletta
Titel	Inhibition and Language Pragmatic View in Redundant Data Problem Solving
Quelle	In: Cognitive Development, 22 (2007) 3, S.299-309 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2006.12.002
Schlagwörter	Stimuli; Inhibition; Cognitive Development; Redundancy; Children; Academic Failure; Cues; Arithmetic + Suchen Sie Ihr Suchwort? Anreizsystem; Hemmung; Kognitive Entwicklung; Redundanz; Child; Kind; Kinder; Stichwort; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The present study concerns redundant data problems, defined as problems in which irrelevant data is provided. This type of problem provides a misleading context [Pascual-Leone, J. (1987). Organismic process for neo-Piagetian theories: A dialectical causal account of cognitive development. "International Journal of Psychology," 22, 531-570] similar to the Piagetian class inclusion task. The two experiments performed showed that adding the a-pragmatic cue "in total" to the final question of redundant data problems increased both 7- and 9-year-old children's failure rate, without modifying the structure of the problem. This indicates that a non-structural linguistic cue can bias children towards failure by enhancing the lack of inhibition of the ordinary adding schema. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10