Microgenetic Studies Of Learning - Revision history

Jsarmi at 22:23, 12 November 2007

2007-11-12T22:23:26Z

←Older revision		Revision as of 22:23, 12 November 2007
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-	~~Microgenetic Studies~~ of Learning	+	''"Microgerzetic Analyses of Learning"''By ROBERT S. SIEGLER
-		+	CHAPTER 11 In HANDBOOK OF CHILD PSYCHOLOGY, SIXTH EDITION, Volumc Two: Cognition Perception, and Language
		+	Volume Editors: OEANNA RUHN and ROBERI SIEGLER; Editors in Chief: WlLLlAM DAMON and RICHARD M. LERNER
		+	----

	The following list summarizes a number of the most consistent and important phenomena that have emerged within microgenetic studies of children's learning:		The following list summarizes a number of the most consistent and important phenomena that have emerged within microgenetic studies of children's learning:

Jsarmi at 22:20, 12 November 2007

2007-11-12T22:20:18Z

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	:#The mechanisms underlying the effects of explanatory activity include increased likelihood of learners generating any explanation, increased persistence of explanatory efforts, and diagnosis and repair of flaws in mental models		:#The mechanisms underlying the effects of explanatory activity include increased likelihood of learners generating any explanation, increased persistence of explanatory efforts, and diagnosis and repair of flaws in mental models
	:#Learning often proceeds with little or no trial and error; conceptual understanding often allowing children to reject inappropriate strategies without ever trying them		:#Learning often proceeds with little or no trial and error; conceptual understanding often allowing children to reject inappropriate strategies without ever trying them
		+
		+	Microgenetic studies document '''HOW''' people learn. They stand in contrast with Piagetian theory of ''HOW'' children think at different ages and work by researchers who adopt an information-processing perspective who advance intriguing hypotheses about transition processes in cognitive development (eg , Klahr & Wallace, 1976) but stir attention '''away from HOW children learn.'''

Jsarmi at 22:13, 12 November 2007

2007-11-12T22:13:53Z

Jsarmi at 22:12, 12 November 2007

2007-11-12T22:12:04Z

New page

Microgenetic Studies of Learning

The following table lists a number of the most consistent and important phenomena that have emerged within microgenetic studies of children's learning:

:#Substantial within-child variability is present during all phases of learning and at every level of analysis: associations, concepts, rules, strategies and so on
iulcs, stislcgics. and so on
:#Within-child variabiiity tends to be greatest during of periods of rapid learning, though substantial variability is present in relalively stable periods ;is well
:#Within-child variability tends to be cyclical, with periods of lesser and greater variability alternating over the course of learning
:#Within-child variability is substantial at all ages from infancy to older adulthood
:#Initial within-child variability tends to be positively related lo subsequent learning
:#Learning reflects addition of new strategies, greater re1iance on relatively advanced strategies that are already being used, improved choices among strategies, and improved execution of strategies
:#Learning tends to progress through a regular sequence of knowledge states that parallel those that characterize untutored
development
:#The path of learning is usually similar for learners of different ages and different intellectual levels
:#Learning often includes short-lived transitional approaches that play important roles in the acquisition of more enduring approaches
:#New approaches are generated following success as well as failure of existing approaches
:#For most types of learning, older and more knowledgeable children learn more quickly, and show greater appropriate generalization than younger children
:#Tile rate of change is of human scale: faster than connectionist models imply, but slower than most symbolic models imply
:#New approaches usually are used inconsistently, discovery of new approaches tends to be the beginning of learning rather
than the end
:#Once new approaches have been generated, their rate of uptake is positively related lo the degree to which their accuracy is superior to that of existing approaches
:#The breadth of change also is of human scale, including everything from instantaneous lo extremely gradual generalization
:#The likelihood of choosing any given approach can be increased either by increasing the strength of that approach or by weakening the strength of competing approach
:#Causal understanding plays a crucial role in learning
:#Requests to explain observations often promote learning above and beyond the effects of feedback and practice
:#The mechanisms underlying the effects of explanatory activity include increased likelihood of learners generating any explanation, increased persistence of explanatory efforts, and diagnosis and repair of flaws in mental models
:#Learning often proceeds with little or no trial and error; conceptual understanding often allowing children to reject inappropriate strategies without ever trying them

←Older revision		Revision as of 22:13, 12 November 2007
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-	The following ~~table lists~~ a number of the most consistent and important phenomena that have emerged within microgenetic studies of children's learning:	+	The following list summarizes a number of the most consistent and important phenomena that have emerged within microgenetic studies of children's learning:

	:#Substantial within-child variability is present during all phases of learning and at every level of analysis: associations, concepts, rules, strategies and so on		:#Substantial within-child variability is present during all phases of learning and at every level of analysis: associations, concepts, rules, strategies and so on
-	~~iulcs, stislcgics. and so on~~	+	:#Within-child variability tends to be greatest during of periods of rapid learning, though substantial variability is present in relatively stable periods ;is well
-	:#Within-child ~~variabiiity~~ tends to be greatest during of periods of rapid learning, though substantial variability is present in ~~relalively~~ stable periods ;is well	+
	:#Within-child variability tends to be cyclical, with periods of lesser and greater variability alternating over the course of learning		:#Within-child variability tends to be cyclical, with periods of lesser and greater variability alternating over the course of learning
	:#Within-child variability is substantial at all ages from infancy to older adulthood		:#Within-child variability is substantial at all ages from infancy to older adulthood
	:#Initial within-child variability tends to be positively related lo subsequent learning		:#Initial within-child variability tends to be positively related lo subsequent learning
	:#Learning reflects addition of new strategies, greater re1iance on relatively advanced strategies that are already being used, improved choices among strategies, and improved execution of strategies		:#Learning reflects addition of new strategies, greater re1iance on relatively advanced strategies that are already being used, improved choices among strategies, and improved execution of strategies
-	:#Learning tends to progress through a regular sequence of knowledge states that parallel those that characterize untutored	+	:#Learning tends to progress through a regular sequence of knowledge states that parallel those that characterize untutored development
-	development	+
	:#The path of learning is usually similar for learners of different ages and different intellectual levels		:#The path of learning is usually similar for learners of different ages and different intellectual levels
	:#Learning often includes short-lived transitional approaches that play important roles in the acquisition of more enduring approaches		:#Learning often includes short-lived transitional approaches that play important roles in the acquisition of more enduring approaches
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	:#For most types of learning, older and more knowledgeable children learn more quickly, and show greater appropriate generalization than younger children		:#For most types of learning, older and more knowledgeable children learn more quickly, and show greater appropriate generalization than younger children
	:#Tile rate of change is of human scale: faster than connectionist models imply, but slower than most symbolic models imply		:#Tile rate of change is of human scale: faster than connectionist models imply, but slower than most symbolic models imply
-	:#New approaches usually are used inconsistently, discovery of new approaches tends to be the beginning of learning rather	+	:#New approaches usually are used inconsistently, discovery of new approaches tends to be the beginning of learning rather than the end
-	than the end	+
	:#Once new approaches have been generated, their rate of uptake is positively related lo the degree to which their accuracy is superior to that of existing approaches		:#Once new approaches have been generated, their rate of uptake is positively related lo the degree to which their accuracy is superior to that of existing approaches
	:#The breadth of change also is of human scale, including everything from instantaneous lo extremely gradual generalization		:#The breadth of change also is of human scale, including everything from instantaneous lo extremely gradual generalization