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相关概念视频

Information Processing Approach01:30

Information Processing Approach

32
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
32
Problem-Solving01:29

Problem-Solving

149
Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
149
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

541
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
541

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在小学学生中验证新的基于平板电脑的问题解决任务.

Jonas Schäfer1,2, Timo Reuter2, Miriam Leuchter2

  • 1Department of Psychology, University of Kaiserslautern-Landau, Landau, Germany.

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|August 29, 2024
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概括

研究人员为儿童开发了数字问题解决任务,发现它们可以准确地测量数字和模拟格式的认知技能. 这一进步有助于儿童认知研究和课堂应用.

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科学领域:

  • 认知心理学 认知心理学
  • 发展心理学 发展心理学
  • 教育技术的教育技术

背景情况:

  • 解决问题对于学业成功至关重要,但对其童年认知相关的经验数据有限.
  • 现有的模拟问题解决任务很少,需要大量的手动编码进行分析.
  • 需要有效,易于使用的工具来评估儿童的解决问题的技能.

研究的目的:

  • 开发和验证新的平板电脑 (数字) 版本的模拟技术问题解决任务.
  • 检查这些数字任务与其他认知能力的融合有效性.
  • 为了确定模拟和数字任务模式之间的测量不变性.

主要方法:

  • 基于现有模拟版本开发数字轮构造任务.
  • 对215名6至8岁的儿童进行了模拟和数字任务.
  • 利用结构方程建模来分析任务性能与其他认知评估 (语言,推理) 之间的相关性.

主要成果:

  • 数字和模拟问题解决任务的表现与实质相关,证明了趋同有效性.
  • 数字任务的性能与语言,推理和其他解决问题的措施有显著的相关性.
  • 在模拟和数字模式中证实了标尺测量不变性,表明可互换的使用.

结论:

  • 新开发的数字问题解决任务是对儿童的有效和可靠措施.
  • 模拟和数字任务版本都涉及类似的认知资源和能力.
  • 数字化任务为数据收集和教育环境中的应用提供了好处.