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ERIC Number: ED256311
Record Type: Non-Journal
Publication Date: 1985-Jan
Pages: 31
Abstractor: N/A
Reference Count: N/A
Using Video to Study Cognition.
Fosnot, Catherine Twomey; Forman, George E.
This two-part study began with a replication, statistical validation, and extension of the Karmiloff-Smith and Inhelder study of children's construction of theories about balance. The 128 subjects (ages 4 to 6) were videotaped as they tried to balance blocks on a fulcrum. A scale was developed to assess the degree to which the child's performance indicated a theory-testing orientation to the task. Part 2 of the study used stop-action video in training sessions with 112 of the subjects who were classified as ego oriented or theory oriented. Children were required to either: predict what the block on the fulcrum--stopped in action on the video replay--would do when the tape was reactivated; predict the placement from looking at the replay of the block stopped in midair just before placement on the fulcrum; view the entire footage and summarize what they had just seen in the tape segment; or summarize their most recent attempt to balance a block. Findings indicate that while reflection in general can be conducive to the development of higher understanding, reflection is more powerful in relation to the learner's own questions and when it focuses on contradictions. Five references are listed. (LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A