Scanning Behavior in a Classification Task.

Autor/in	Meyer, William J.
Titel	Scanning Behavior in a Classification Task.
Quelle	(1974), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Classification; Cognitive Development; Dimensional Preference; Early Childhood Education; Grade 1; Middle Class; Preschool Children; Research + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Mittelschicht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschung
Abstract	This study investigates the developmental changes that occur in the attending behavior of children engaged in a relatively simple classification task, and attempts to reaffirm the existence of developmental changes in stimulus preferences and in the ability to employ double classification systems. Subjects were 24 preschool and 24 first grade children from a middle class suburban school district. The children were presented with 18 geometric forms arranged in a 5 x 5 matrix and asked to collect all the stimuli that went together and then to state how the stimuli were the same. After the child had completed the first trial, the stimuli were rearranged and the child was reminded of the basis of his first collection and asked to put the stimuli together in another way. A scoring scale was constructed based on the use of the horizontal plane and the use of a single stimulus attribute at a time. In general, data tend to reaffirm the existence of developmental changes in stimulus preference, and indicate a significant age effect in scanning behavior. Findings also support the expected hierarchy of dimensional preferences: form, color, size. Relatively few children generated double classifications. All of the older children were able to classify on the basis of form and color and 75% classified on the basis of size. The younger children were unable to classify on the basis of size and, as expected, showed a less clear preference for form as a stimulus dimension. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC