ERIC Number: ED248975
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Development of Children's Understanding of the Concepts "Easy" and "Hard" in Judging Task Difficulty.
Bird, J. Elisabeth
Three studies of children at two developmental levels were made to assess subjects' understanding of the verbal terms "easy" (to do) and "hard" (to do). Such understanding was studied in the context of statements about personal competence at depicted activities. Behavioral criteria of levels of understanding were employed; these criteria were independent of the accuracy or realism of the child's self-evaluations. For the 3- and 4-year-old children in the first two studies, the external consistency of easy/hard assessments with responses to the terms "can" (do) and "can't" (do) was examined. At the higher developmental level explored in the third study, internal dimensional consistency was examined in 5- and 7-year-olds' understanding of the terms. Findings at both levels matched the developmental sequence postulated by Heckhausen (1982) for the child's acquisition of concepts associated with achievement-related behavior. Results were not consistent with the positives-first prediction of the semantic feature hypothesis. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: New Zealand; Semantic Features
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).