The Development and Acquisition of the Abstract Concept Roundness.

Autor/in	Meyer, William J.
Titel	The Development and Acquisition of the Abstract Concept Roundness.
Quelle	(1972), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Concept Teaching; Disadvantaged Youth; Early Childhood Education; Instructional Design; Instructional Materials; Lower Class; Preschool Children; Research + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschung
Abstract	This study attempted to determine if 3-year-old low socioeconomic status children possessed a generalizable concept of circle/round, and examined two methods of teaching to those children who did not already possess it. Twenty 3-year-old children were first presented with training sets consisting of 12 pairs of stimuli: six pairs of objects emphasizing the sphere (three-dimensional) and six pairs of color photographs of the same objects emphasizing the circle or round (two-dimensional). Following each of these training sets, 10 test trials were administered. One errorless set of responses defined the criterion for all training series. Results indicate that among disadvantaged 3-year-old children there exists a fairly strong and generalizable concept of round/circle/sphere. Data also show that most of the errors on the test trials occurred on the two-dimensional series, suggesting that the strength of the learning on the two-dimensional series was not the same as that for the three-dimensional series. In the second study, the six children who did not possess the concept by the above criteria were randomly assigned to one of two treatment groups. The first (standard) group emphasized the use of two-dimensional materials; the second (experimental) group emphasized the child's active involvement with spheres and other three-dimensional objects in addition to some procedures employed with the first group. Results indicate an effect slightly in favor of the experimental group, though it is suggested that more definitive conclusions will require more children and a more complex design. A 20-page appendix consists of the instructional materials used in the second study. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC