ERIC Number: ED235889
Record Type: RIE
Publication Date: 1983-Aug
Reference Count: 0
A Developmental Analysis of Children's Understanding of the Learning Process.
The development of children's understanding of the learning process and factors that affect learning was explored with a sample of 18 children from 6 to 13 years of age. Subjects were interviewed, and three levels of their reasoning were identified. The 6- to 7-year-old subjects viewed learning as "doing" and reasoned that external-situational factors affect learning. The 9- to 10-year-old participants conceived of learning as "knowing"; they reasoned that interactions between the learner and the activity and between the learner and others also affect learning. Cognitive and psychological characteristics of the learner were described by this middle group, but their direct influence on the process of learning was not clearly understood by the child at this age. The 12- to 13-year-old children conceptualized learning as an inferred, interactive, cognitive process and emphasized psychological factors (such as cognitive abilities, personality, and motivational features) as affecting learning. In addition, the interaction between the learner's cognitive/psychological self, the activity to be learned, and the teacher was central to the view of learning held by this older group. Results were interpreted in terms of consistent and progressive change across age groups and the similarity of findings to previous research on the developmental nature of psychological concepts. Possible implications for educating and counseling children with special education needs were suggested. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Developmental Patterns; Psychological Influences; Qualitative Analysis
Note: Paper presented at the Annual Convention of the American Psychological Association (91st, Anaheim, CA, August 26-30, 1983).