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Robert S. Siegler 《Contemporary educational psychology》1982,7(3):272-288
This paper describes the rule-assessment approach to cognitive development and summarizes work using it that is relevant to education. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Addressing this issue requires a means of assessing what people already know, a means for studying how they learn, and a means for examining basic processes that may underlie developmental differences in knowledge and learning. Research using the rule-assessment approach is summarized in terms of eight conclusions about these issues. Each of the conclusions is illustrated with empirical examples. 相似文献
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Individual differences in strategy choices: good students, not-so-good students, and perfectionists 总被引：8，自引：0，他引：8
R S Siegler 《Child development》1988,59(4):833-851
Consistent individual differences were found in first graders' strategy choices in addition, subtraction, and reading (word identification). Differences were present along 2 dimensions: knowledge of problems and stringency of thresholds for stating retrieved answers. Cluster analyses indicated that children could be classified into 3 groups: good students, not-so-good students, and perfectionists. Perfectionists were children who had good knowledge of problems and set very high thresholds for stating retrieved answers, good students also had good knowledge of problems but set lower thresholds, and not-so-good students had less good knowledge of problems and set low thresholds. Differences among the 3 groups were evident on measures not included in the cluster analysis as well as measures that were. Further, the groups differed in standardized achievement test performance 4 months after the experiment in ways consistent with the experimental analysis. The pattern of individual differences was similar in 2 experiments with different samples of children and problems and different methods for assessing strategy use. The results illustrated how detailed cognitive models can contribute to understanding of individual differences. 相似文献
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Across the great divide: bridging the gap between understanding of toddlers' and older children's thinking 总被引：2，自引：0，他引：2
Chen Z Siegler RS 《Monographs of the Society for Research in Child Development》2000,65(2):i-vii, 1-96
Research on very young children's cognitive development differs greatly from research on cognitive development in older children. The differences include the questions that are asked, the methods that are used to address them, the measures that are employed to provide relevant evidence, and the level of detail at which children's knowledge is represented. The research approaches are so different that they create an impression that infants' and toddlers' thinking differs qualitatively from that of preschoolers and older children. This impression, however, may reflect differences in research approaches rather than differences in children's thinking. In the present study, we attempted to bridge this gap by applying to toddlers a type of process analysis that has proved fruitful in studies of older children. Overlapping waves theory, trial-by-trial strategy assessments, and microgenetic methods were used to analyze 1.5- and 2.5-year-olds' problem solving and learning. The results demonstrated that changes in toddlers' strategies could be assessed reliably on a trial-by-trial basis, that the changes followed the basic form predicted by the overlapping waves model, and that analyses of toddlers' strategies could tell us a great deal about both qualitative and quantitative aspects of their learning. A componential analysis of learning that previously had been applied to older children also proved useful for understanding toddlers' learning. The analysis specified that cognitive change frequently involves five components: acquisition of new strategies; strengthening of the strategies in their original context; improved mapping of strategies onto novel problems; increasingly refined choices among variants of the strategies; and increasingly skillful execution of the strategies. Independent measures of these components indicated that strategic development in toddlers involves improvements in all five components. Analyses of individual differences in learning showed that the effects of distal variables, such as age and sex, could be partially explained in terms of their influence on mastery of the components, but that the distal variables exercised additional direct effects as well. The process of learning in toddlers closely resembled that of older children in other ways as well. Like older children, toddlers use multiple strategies over the course of learning; their choices among strategies are quite adaptive from early on; their choices become progressively more adaptive as they gain experience with the task; they switch strategies not only from trial to trial but within a single trial; their transfer of learning from one problem to the next is primarily influenced by structural relations between problems but also is influenced by superficial features; they show utilization deficiencies early in learning that they gradually overcome; and they show individual differences in learning that fall into a few qualitatively distinct categories. Perhaps most striking, the 1.5- and 2.5-year-olds emerged as active learners, who continued to work out the lessons of previous instruction in the absence of further instruction. That is, they integrated the lessons of their own problem-solving efforts with the previous instruction in ways that magnified the initial effects of the instruction. Overall, the findings indicated that the gap can be bridged; that theories, methods, measures, and representations of knowledge typically used with older children can improve our understanding of toddlers' problem solving and learning as well. 相似文献
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Rose K. Vukovic Lynn S. Fuchs David C. Geary Nancy C. Jordan Russell Gersten Robert S. Siegler 《Child development》2014,85(4):1461-1476
Longitudinal associations of domain‐general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain‐general (nonverbal reasoning, language, attentive behavior, executive control, visual‐spatial memory) and numerical (number knowledge) competencies; at 7 years on whole‐number arithmetic computations and number line estimation; and at 10 years on fraction concepts. Mediation analyses controlling for general mathematics ability and general academic ability revealed that numerical and mathematical competencies were direct predictors of fraction concepts, whereas domain‐general competencies supported the acquisition of fraction concepts via whole‐number arithmetic computations or number line estimation. Results indicate multiple pathways to fraction competence. 相似文献
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Development of Arithmetical Competencies in Chinese and American Children: Influence of Age, Language, and Schooling 总被引：5，自引：0，他引：5
David C. Geary C. Christine Bow-Thomas Fan Liu Robert S. Siegler 《Child development》1996,67(5):2022-2044
The arithmetical competencies of more than 200 Chinese or American kindergarten, first-, second-, or third-grade children were assessed toward the beginning and toward the end of the U.S. school year. All children were administered a paper-and-pencil test of addition skills, a digit span measure, and an addition strategy assessment. The addition strategy assessment provided information on the types of strategies the children used to solve simple addition problems as well as information on the speed and accuracy of their strategy use. Information on the number of math instruction periods across times of measurement was also obtained for each of the first-, second-, and third-grade children. The pattern of arithmetical development across the academic year and across the Chinese and American children suggests that a mix of cultural and maturational factors influence the emergence of early arithmetical competencies and that the Chinese advantage in early mathematical development is related to a combination of language- and school-related factors. 相似文献