ERIC Number: ED023297
Record Type: RIE
Publication Date: 1968
Reference Count: 0
The Effects of Shifting Medium of Expression on The Use of Concepts among Children.
Green, Donald Ross; Wilder, Nancy E.
A study was designed to determine if the results of a previous investigation could be duplicated, and if so, whether the observed effect was independent of content. The results of the earlier study had indicated that shifting from one form or "code" of expression to another inhibits a student's ability to express a concept explaining a physical change (cause-effect relationship) but does not inhibit his description of that change. Three sets of demonstrations were developed and were presented on three different days to 289 advanced fourth graders from 12 schools. Each class was divided randomly into four treatment groups. Subjects watched a demonstration and then wrote or drew their answers to the questions, "What happened?" and "Why?" The same demonstration was repeated a second time with slightly different materials. Shifting expression groups (S) either drew first and wrote second or the reverse. Repeating expression groups (R) wrote or drew both times. Both the mean R-S difference score and a regression analysis, which treated each subject's score as a separate entity, favor repetition over shifting for correct concept expression. Since all subjects were fourth graders, it is possible that the phenomena noted are developmental and therefore would be absent in older or younger subjects. Appended are the descriptions of the materials and instructions, and the tables developed in the analyses. (LS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Cooperative Research Program.
Authoring Institution: Emory Univ., Atlanta, GA. Div. of Teacher Education.; CTB / McGraw-Hill, Monterey, CA.