ERIC Number: EJ975677
Record Type: Journal
Publication Date: 2012-Sep
Abstractor: As Provided
Reference Count: 56
How Should We Question Young Children's Understanding of Aspectuality?
Waters, Gillian M.; Beck, Sarah R.
British Journal of Developmental Psychology, v30 n3 p376-392 Sep 2012
In two experiments, we investigated whether 4- to 5-year-old children's ability to demonstrate their understanding of aspectuality was influenced by how the test question was phrased. In Experiment 1, 60 children chose whether to look or feel to gain information about a hidden object (identifiable by sight or touch). Test questions referred either to the perceptual aspect of the hidden object (e.g., whether it was red or blue), the modality dimension (e.g., what colour it was), or the object's identity (e.g., which one it was). Children who heard the identity question performed worse than those who heard the aspect or dimension question. Further investigation in Experiment 2 (N = 23) established that children's difficulty with the identity question was not due to a problem recalling the objects. We discuss how the results of these methodological investigations impact on researchers' assessment of the development of aspectuality understanding. (Contains 2 tables.)
Descriptors: Foreign Countries, Young Children, Spatial Ability, Perception, Object Manipulation, Learning Modalities, Intermode Differences, Identification, Time, Cognitive Processes, Cognitive Development, Difficulty Level, Age Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom