On the Understanding of the Relationships between Speed, Duration, and Distance

Acredolo, Curt; Adams, Anne; Schmid, Jeannine

doi:10.2307/1129788

Cited by 24 publications

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“…From these ndings, it seems that the rst relational knowledge among duration, distance, and speed is ''more-ismore'' between two variables, as suggested by Levin (1982) and Acredolo et al (1984) and is rather implicit. The ''moreis-more'' representation has been observed in various other domains in young children (e.g., Levin & Gilat, 1983;Matsuda, 1989;Pufall & Shaw, 1972;Smith, Carey, & Wiser, 1985).…”

Section: Discussionmentioning

confidence: 78%

“…Since Piaget's (1946a,b) experimental studies, children's informal understanding of these interrelationships has been investigated by many researchers (Acredolo, 1989;Acredolo, Adams, & Schmid, 1984;Cre Â pault, 1978aCre Â pault, ,b, 1979aCre Â pault, ,b, 1980Cre Â pault, , 1989Matsuda, 1994;Montangero, 1977Montangero, , 1979Wilkening, 1981Wilkening, , 1982. However, almost all the investigations, including Piaget's, had a common limitation, that is, there was no comparability among representations of the three concepts (Matsuda, 1994).…”

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confidence: 99%

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Development of concepts of interrelationships among duration, distance, and speed

Matsuda

2001

International Journal of Behavioral Development

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The main purpose of this study was to clarify the developmental processes of understanding of interrelationships among the three concepts, duration, distance, and speed. In Experiment 1, ve developmental phases were found based on data of 222 four-to eleven-year-old children. In the rst phase, children displayed an implicit understanding of the direct relationships between duration and distance, and between distance and speed. This phase was most common among 4-year-olds. Second, children occasionally understood the inverse relation between duration and speed. Third, all of the two direct relations and the inverse relation were almost correctly understood, although the third dimension was still rather ignored. Fourth, children made their judgements based on the duration-distance-speed system, but were not fully conscious of it. Finally, children judged consciously based on this system. About half of the 11-year-olds reached this phase. In Experiment 2, 29 children repeatedly participated in the same experiment six or eight times once a year till 6th grade. Generally, their understanding developed along the process that emerged in Experiment 1, although there was facilitation of a transfer from the coordination of two-by-two relations to the duration-distance-speed system. Theoretical and educational implications of these ndings were discussed.

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Section: Discussionmentioning

confidence: 78%

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confidence: 99%

Development of concepts of interrelationships among duration, distance, and speed

Matsuda

2001

International Journal of Behavioral Development

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“…Η εργασία επικεντρώνεται στην διερεύνηση εναλλακτικών ιδεών στην έννοια της ταχύτητας σε τριτοετείς φοιτητές/τριες του Παιδαγωγικού Τμήματος Νηπιαγωγών του Πανεπιστημίου Ιωαννίνων. Παρόμοιες έρευνες έχουν γίνει σε μαθητές διαφόρων τάξεων και έχουν απασχολήσει πολλούς ερευνητές (Acredolo et al, 1984˙ diSessa, 1993˙ Matsuda, 2001. Επίσης, διερευνάται η κατανόηση των εννοιών μέση και στιγμιαία ταχύτητα, καθώς η βιβλιογραφική ανασκόπηση έχει αναδείξει δυσκολίες στον διαχωρισμό των εννοιών αυτών από μαθητές (Halloun & Hestenes, 1985) και δυσκολίες στον υπολογισμό της μέσης ταχύτητας, όταν υπάρχουν χρονικά διαστήματα όπου το σώμα παραμένει ακίνητο (Kadir et al, 2011).…”

Section: εισαγωγηunclassified

Εναλλακτικές Ιδέες Σχετικά Με Την Έννοια Της Ταχύτητας Από Φοιτητές-Μελλοντικούς Εκπαιδευτικούς Πρωτοβάθμιας

Κουκούλης,

Μαστρογιαννάκης,

Πλακίτση

2023

codiste

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Σκοπός της παρούσας έρευνας είναι η διερεύνηση των εναλλακτικών ιδεών σχετικά με την έννοια της ταχύτητας σε φοιτητές/τριες του Παιδαγωγικού Τμήματος Νηπιαγωγών του Πανεπιστημίου Ιωαννίνων. Η έρευνα υλοποιήθηκε με τη συμμετοχή 159 φοιτητών/τριών του τρίτου έτους σπουδών. Η συλλογή των δεδομένων πραγματοποιήθηκε με χρήση ερωτηματολογίου, με ανοιχτού και κλειστού τύπου ερωτήματα. Τα ερευνητικά ερωτήματα αφορούσαν τον ορισμό της ταχύτητας, τις μονάδες μέτρησης και την επιλογή σωστών οργάνων μέτρησης. Από την ανάλυση των δεδομένων προέκυψε ότι παρόλο που οι φοιτητές/τριες ήταν σε θέση να δώσουν σωστούς ορισμούς, εμφάνισαν πολλές εναλλακτικές ιδέες στην εξήγηση φαινομένων σε απλά παραδείγματα που τους δόθηκαν.

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The Development of Temporal Cognition

McCormack

2015

Handbook of Child Psychology and Developmental Science

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Time features in two key ways in cognition, each of which is discussed in turn in this chapter: Time is processed as a dimension of stimuli or events, and time is represented as a framework in which events can be located. Section 1 examines the first of these from a developmental perspective, by reviewing research on age‐related changes in the accuracy of duration processing. The Piagetian approach linked changes in duration processing to the development of a concept of time as a dimension of events separable from other event dimensions. This is contrasted with research conducted within the framework of scalar expectancy theory, which models development in terms of changes in components of specialized timing processes. Section 2 discusses developmental changes in the temporal frameworks that children use to represent the locations of events. Although as adults, we represent time as locations on a linear framework stretching from the past, to the present, and into the future, this way of representing time is not developmentally basic. A model is proposed of developmental stages in the acquisition of a mature temporal framework. The chapter concludes by considering two themes that cut across Sections 1 and 2: the issue of whether there are both qualitative and quantitative changes in children's temporal abilities, and the link between temporal and spatial cognition.

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On the Understanding of the Relationships between Speed, Duration, and Distance

Cited by 24 publications

References 0 publications

Development of concepts of interrelationships among duration, distance, and speed

Development of concepts of interrelationships among duration, distance, and speed

Εναλλακτικές Ιδέες Σχετικά Με Την Έννοια Της Ταχύτητας Από Φοιτητές-Μελλοντικούς Εκπαιδευτικούς Πρωτοβάθμιας

The Development of Temporal Cognition

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