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Processes of cognitive change reveal...

The University of Chicago.

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Processes of cognitive change revealed in gesture and speech.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Processes of cognitive change revealed in gesture and speech./
作者:	Alibali, Martha Wagner.
面頁冊數:	161 p.
附註:	Adviser: Susan Goldin-Meadow.
Contained By:	Dissertation Abstracts International55-12B.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9513950

Processes of cognitive change revealed in gesture and speech.
Alibali, Martha Wagner.

Processes of cognitive change revealed in gesture and speech. - 161 p.

Adviser: Susan Goldin-Meadow.

Thesis (Ph.D.)--The University of Chicago, 1994.

This study investigates variability in children's approaches to solving mathematical equivalence problems, with an emphasis on variability in approaches to individual problems. Such variability is manifested in mismatches between gestured and spoken problem explanations. It is argued that mismatches occur because, during periods of transition, learners encode strategies that they do not use in solving the problems. In previous work, it has been shown that children move into and out of such variable states on the path to a complete understanding of equivalence. This study shows that these transitions are due to specific types of changes in children's repertoires of problem solving strategies. Furthermore, although instruction influenced group level patterns of change in variability, the repertoire changes made by individual children depended more on their prior knowledge state than on the type of instruction they received. The pattern of results appears to be due to the fact that instruction influenced the magnitude of the change that took place, and not the type of change. The results show that the process of knowledge change for this concept is both gradual and uneven. Variable knowledge states, even when they persist, are strikingly dynamic. Although periods of complete consistency do exist, they appear to be rare and short-lived. It is argued that the observed variability may be a result of implicit learning processes that induce the structure of the stimulus environment. Such implicitly acquired knowledge influences learners' behavior within that environment, modifying any consistent knowledge state that does not completely take account of that structure.Subjects--Topical Terms:

599244
Education, History of.

Processes of cognitive change revealed in gesture and speech.
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245 1 0 $a Processes of cognitive change revealed in gesture and speech.
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500 $a Source: Dissertation Abstracts International, Volume: 55-12, Section: B, page: 5580.
502 $a Thesis (Ph.D.)--The University of Chicago, 1994.
520 $a This study investigates variability in children's approaches to solving mathematical equivalence problems, with an emphasis on variability in approaches to individual problems. Such variability is manifested in mismatches between gestured and spoken problem explanations. It is argued that mismatches occur because, during periods of transition, learners encode strategies that they do not use in solving the problems. In previous work, it has been shown that children move into and out of such variable states on the path to a complete understanding of equivalence. This study shows that these transitions are due to specific types of changes in children's repertoires of problem solving strategies. Furthermore, although instruction influenced group level patterns of change in variability, the repertoire changes made by individual children depended more on their prior knowledge state than on the type of instruction they received. The pattern of results appears to be due to the fact that instruction influenced the magnitude of the change that took place, and not the type of change. The results show that the process of knowledge change for this concept is both gradual and uneven. Variable knowledge states, even when they persist, are strikingly dynamic. Although periods of complete consistency do exist, they appear to be rare and short-lived. It is argued that the observed variability may be a result of implicit learning processes that induce the structure of the stimulus environment. Such implicitly acquired knowledge influences learners' behavior within that environment, modifying any consistent knowledge state that does not completely take account of that structure.
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