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Related Experiment Videos

Transitions in learning: evidence for simultaneously activated strategies

S Goldin-Meadow1, H Nusbaum, P Garber

  • 1University of Chicago, Department of Psychology, Illinois 60637.

Journal of Experimental Psychology. Human Perception and Performance
|February 1, 1993
PubMed
Summary

Children in transition may use dual strategies, impacting cognitive load. This study shows discordant children, using two strategies, performed worse on a word recall task, indicating dual representation activation.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Educational Psychology

Background:

  • Children in conceptual transition often exhibit strategy discrepancies between speech and gesture.
  • Understanding whether these dual strategies are simultaneously activated during problem-solving is crucial.

Purpose of the Study:

  • To investigate if children in a transitional conceptual state activate dual strategies during problem-solving.
  • To determine the cognitive load associated with dual strategy activation.

Main Methods:

  • Children were categorized as 'discordant' (different speech/gesture strategies) or 'concordant' (single strategy).
  • Participants completed a math task followed by a word recall task.
  • Performance on the word recall task was used as a measure of cognitive capacity.

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Main Results:

  • All children solved the math task incorrectly.
  • Discordant children showed significantly poorer performance on the word recall task compared to concordant children.
  • This suggests discordant children expended more cognitive effort on the math task.

Conclusions:

  • The transitional state in conceptual development is characterized by the activation of dual representations.
  • Both representations are concurrently engaged when children attempt to explain or solve problems.
  • This dual activation leads to increased cognitive load and reduced capacity for other tasks.