ERIC Number: ED122961
Record Type: RIE
Publication Date: 1976-Apr-12
Reference Count: 0
The Representation of Children's Knowledge.
Klahr, David; Siegler, Robert S.
This paper describes and discusses three studies concerned with the representation of children's knowledge as revealed in the ways that children, ages 5 to 17, perform a scientific induction task. A variant of Piaget's balance scale prediction problem was chosen as the experimental task; a formal model for different levels of children's knowledge about how to do the task was constructed. Experiment I was conducted to assess the validity of this model. Experiment II examined some instructional issues and revealed some limitations of the initial representation. The results indicated that older and younger children who were initially classified by the model as having identical task-specific knowledge, showed a striking difference in responsiveness to instruction. This finding led to revising the original representation by analyzing the problem-by-problem performance of two children during a training sequence and using this information to formulate a detailed production system model of one child's knowledge. This model was then run as a computer simulation and a comparison of the computer results with the child's performance suggested that the initial encoding of the stimulus may account for the performance differences between older and younger children. Experiment III was conducted to test this encoding hypothesis. Finally, the types and levels of knowledge that might be important in instructional investigation were discussed. (Author/JMB)
Descriptors: Age Differences, Cognitive Processes, Educational Research, Elementary Secondary Education, Induction, Knowledge Level, Learning, Models, Prediction, Simulation, Task Performance
Authors, Carnagie-Mellon University, Pittsburg, Pennsylvania
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Working draft