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ERIC Number: ED010242
Record Type: RIE
Publication Date: 1966-Oct
Pages: 57
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
HOW THE LANGUAGE OF KINDERGARTEN CHILDREN MAY BE DEVELOPED FOR USE IN PROBLEM SOLVING.
KEISLAR, EVAN R.; MCNEANY, ROBERT
THE VALUE OF YOUNG CHILDREN VOCALIZING DURING A PROBLEM-SOLVING TASK WAS STUDIED. IN A 2-DAY INVESTIGATION, SIXTY 4-YEAR-OLD CHILDREN WERE TRAINED INDIVIDUALLY TO SELECT THE CORRECT ONE OF THREE PICTURES DIFFERING ONLY IN SIZE. THE CHILDREN WERE DIVIDED RANDOMLY INTO A LABELING GROUP AND A NONLABELING GROUP. CHILDREN IN THE LABELING GROUP WERE REQUIRED TO OVERTLY VERBALIZE RELEVANT LABELS DURING THIS SELECTIVE LEARNING TASK. THEY PERFORMED SIGNIFICANTLY BETTER DURING TRAINING AND ON A POST-TEST THAN CHILDREN WHO SAW THE SAME STIMULI BUT WERE GIVEN NO LABELING TRANING. THIS FINDING WAS NOT VERIFIED IN AN 8-DAY INVESTIGATION WHERE THE PRESENTATION OF STIMULUS MATERIALS AND VERBAL INSTRUCTIONS WAS ELECTRONICALLY CONTROLLED. SEVENTY-TWO 5-YEAR-OLD CHILDREN WERE DIVIDED RANDOMLY BETWEEN LABELING AND NONLABELING GROUPS AND GIVEN TRAINING ON A SELECTIVE LEARNING TASK INVOLVING MATERIALS DIFFERING IN SIZE, THICKNESS, LENGTH, AND COLOR VALUE. CHILDREN IN THE LABELING GROUP WERE REQUIRED TO LEARN FOUR SETS OF RELEVANT LABELS. ON THE POST-TEST, WHERE NO CHILDREN WERE INSTRUCTED TO VERBALIZE, NO DIFFERENCES IN PERFORMANCE WERE FOUND BETWEEN THE LABELING AND NONLABELING GROUPS. ALL CHILDREN PERFORMED CONSISTENTLY WORSE WHEN THE INTERMEDIATE SIZE PICTURE WAS THE CORRECT STIMULUS. A PILOT STUDY ALSO DEMONSTRATED THE POSSIBLE INTERFERING EFFECTS OF LANGUAGE. (RS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: California Univ., Los Angeles.
Identifiers: CALIFORNIA; California (Los Angeles)