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Development of inquiry behavior in concept identification.

C A Vassilopoulos1, D J Dickerson

  • 1Department of Psychology, Connecticut Department of Mental Retardation, Newington.

Genetic, Social, and General Psychology Monographs
|August 1, 1992
PubMed
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Older students asked more informative questions to solve concept identification problems. Inquiry strategies adapted to processing demands, showing improved problem-solving skills with age.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Human Learning

Background:

  • Concept identification is a fundamental cognitive process.
  • Understanding how inquiry behavior develops is crucial for educational strategies.
  • Previous research indicates age-related differences in problem-solving.

Purpose of the Study:

  • To investigate developmental changes in inquiry behavior during concept identification.
  • To examine how processing demands influence question-asking strategies.
  • To compare problem-solving approaches across different age groups.

Main Methods:

  • Participants included first, fifth, eighth graders, and college students.
  • The task involved identifying a target four-letter string from eight options.

Related Experiment Videos

  • Questions about letters or categories were answered with yes/no, manipulating processing demands.

    • Main Results:

    • Problem-solving performance generally increased with age.
    • Younger children used simpler, one-by-one elimination strategies.
    • Older students employed more efficient, category-based inquiry strategies.
    • Strategy adaptation to processing demands was observed in upper-grade levels.

    Conclusions:

    • Inquiry skills in concept identification mature significantly with age.
    • Cognitive flexibility allows older students to adapt strategies to task demands.
    • Understanding these developmental shifts can inform instructional design for problem-solving.