Structures and strictures: Some functional limitations on the course of cognitive growth

Case, Robbie

doi:10.1016/0010-0285(74)90025-5

Cited by 281 publications

(174 citation statements)

References 12 publications

Supporting

Mentioning

153

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, the production of appropriate illustrations may depend on the length and/or complexity of the segment to be illustrated: Longer and more complex passages would be expected to impose an additional processing load on these children, thus inhibiting normal comprehension processes. In that event, the utility of illustrations for children learning from discourse would be open to question, especially for younger or less able children, who have lower effective processing capacity (see Case, 1974).…”

mentioning

confidence: 99%

Pictures and Young children's Prose Learning: A Supplementary Report

Lesgold

Good

Levin

1977

Journal of Reading Behavior

View full text Add to dashboard Cite

Abstract. Facilitative effects of illustration activity on prose learning have been previously established for young (first grade) children in a listening task. The present study tested for illustration effects with passages of varying complexity and length. Positive effects were found for long and short passages (100 vs. 50 words) that were either simple (one locational setting) or complex (two settings). The pattern of results for cued and free recall suggested that illustration facilitates individual sentence comprehension more than passage integration for these children. Analysis of subjectconstructed illustrations showed a clear relationship between illustration content and passage recall.In a recent study, Lesgold, Levin, Shimron, and Guttman (1975) showed that young children (first graders) remember more of an orally-presented story when it is accompanied by visual illustrations. Moreover, equivalent facilitation was observed when the child constructed the illustration (using a background scene and cutout objects) and when the experimenter did. (When the child had to select the particular cutouts (s)he needed from a larger pool that included irrelevant materials, illustration had either no effect or else inhibited performance.) a

show abstract

mentioning

confidence: 99%

Pictures and Young children's Prose Learning: A Supplementary Report

Lesgold

Good

Levin

1977

Journal of Reading Behavior

View full text Add to dashboard Cite

show abstract

“…In the research to be described here, our instructional goal is to teach an important elementary-school science objective known in the literature on cognitive development as the control-of-variables strategy (CVS) (15). The procedural content of CVS instruction provides a method for creating experiments in which a single contrast is made between experimental conditions while "controlling" for all other potential causal factors.…”

Section: Operational Definitions and Shifting Terminology-a Cautionarmentioning

confidence: 99%

What do we mean? On the importance of not abandoning scientific rigor when talking about science education

Klahr

2013

Proc. Natl. Acad. Sci. U.S.A.

View full text Add to dashboard Cite

Although the "science of science communication" usually refers to the flow of scientific knowledge from scientists to the public, scientists direct most of their communications not to the public, but instead to other scientists in their field. This paper presents a case study on this understudied type of communication: within a discipline, among its practitioners. I argue that many of the contentious disagreements that exist today in the field in which I conduct my research-early science education-derive from a lack of operational definitions, such that when competing claims are made for the efficacy of one type of science instruction vs. another, the arguments are hopelessly disjointed. The aim of the paper is not to resolve the current claims and counterclaims about the most effective pedagogies in science education, but rather to note that the assessment of one approach vs. the other is all too often defended on the basis of strongly held beliefs, rather than on the results of replicable experiments, designed around operational definitions of the teaching methods being investigated. A detailed example of operational definitions from my own research on elementary school science instruction is provided. In addition, the paper addresses the issue of how casual use of labels-both within the discipline and when communicating with the public-may inadvertently "undo" the benefits of operational definitions.

show abstract

“…For measuring students' working memory capacity, DBT has been showed to be the most suitable test (Case 1974;Alamolhodaei, 2009;Raghubar & Alamolhodaei, 2010;Pezeshki, Alamolhodaei & Radmehr 2011). To this end, the digits were read out by an expert and the students were asked to listen carefully, then turn the number over in their mind and write it down from left to right on their answer sheets.…”

Section: Digit Span Backwards Test (Dbt)mentioning

confidence: 99%

“…Each of the simple figures is embedded in several different complex ones. Students' cognitive styles were determined according to the criterion used by other researchers (Case 1974;Alamolhodaei 1996;Alamolhodaei 2009;Mousavi, Radmehr & Alamolhodaei, 2012).…”

Section: Cognitive Style (Fd/fi) Testmentioning

confidence: 99%