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ERIC Number: ED229121
Record Type: Non-Journal
Publication Date: 1982-Dec
Pages: 27
Abstractor: N/A
Reference Count: N/A
The Use of Stopped-Action Video Replay to Heighten Theory Testing in Young Children Solving Balancing Tasks. Final Report.
Forman, George E.; Edwards, Carolyn P.
The effectiveness of instant video replay in improving young children's understanding of the physical laws of balancing blocks on a fulcrum was investigated. A total of 128 children from 4 to 8 years of age were randomly assigned to one of four treatment conditions. In the "Predict Block" condition, children viewed a video replay that stopped action immediately after a block reached the fulcrum. Following viewing, children were asked to say what the block would do when the videotape continued. In the "Predict Self" condition, children saw a frame with stopped action just prior to the placement of the block on the fulcrum and were subsequently asked to say where the block would be placed when the videotape continued. In the "Summarize Video" condition, children watched a replay of their attempt to balance a block without any stopped action and were asked to summarize that attempt. Children in the "No Video" group were asked to summarize a recent attempt at balancing without video replay. Children in the "Predict Self" condition, who began the training sessions with some notion of the need to search for a general rule (albeit often the wrong rule), evidenced the best posttest improvement. For children who began the training sessions with an ad hoc approach to each block, the video replay conditions were either no better than the "No Video" condition or actually debilitated performance in the "Predict Self" condition. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Massachusetts Univ., Amherst. School of Education.