The exploration of transition rules in conservation of quantity (substance) using film mediated modeling

Waghorn, Leslie; Sullivan, Edmund V.

doi:10.1016/0001-6918(70)90091-0

Cited by 23 publications

(12 citation statements)

References 14 publications

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“…and interaction promote cognitive development [16]- [20], and describe distinctions between conflict and content [21], consistent with Piaget's [22] discussion of the equilibration process.…”

Section: Introductionsupporting

confidence: 73%

A Game Approach to Assessing Learning Outcomes

Prata¹,

Letouze²,

Cerri³

et al. 2016

IJIET

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Abstract-Persuasive technological strategies directed towards changing users' attitudes or behaviors have thus far been applied in commercial and health promotion contexts, but not for educational purposes. The main reason for this lack of research in educational settings can be attributed to an insufficient understanding of which attitudes or behaviors should be adopted through the evaluation of students' effective learning outcomes. In this study, we present an association between interpersonal conflict and positive learning and depicted the speaker's intention and the hearer's interpretation for cooperative and competitive player roles in light of game theory.

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Section: Introductionsupporting

confidence: 73%

A Game Approach to Assessing Learning Outcomes

Prata¹,

Letouze²,

Cerri³

et al. 2016

IJIET

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show abstract

“…Studies from the 70's have shown that conflict and interaction can promote cognitive development [9]- [13] and can make distinctions between conflict and content [14], which are consistent with Piaget's [15] discussion of the equilibration process. Piaget claimed that one source of progress in the development of knowledge is found in the imbalance that forces a subject to seek new equilibriums through assimilation and accommodation.…”

Section: Introductionsupporting

confidence: 69%

Dialogue Analysis in Collaborative Learning

Prata¹

2012

IJEEEE

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This paper presents a study about which kind of interaction leads to better learning within a collaborative learning task, in terms of the effects of a speech act on both the actor and their collaborative partner, in a cooperative or competitive behavior. To perform this study, we have developed an analysis model that investigates features in dialogue interactions based on student's differences in understanding, as shown by their conversation protocol, and an investigation of the cognitive conflict based on Piagetian theories. We have analyzed data from a study conducted in a computer supported collaborative learning environment (CSCL) in the domain of fractions. The long-term goal of this model is to better understand collaborative learning and to support pedagogical agents in intervening in dialogue in order to keep collaboration productive.

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“…Effective ways of seeking information have likewise been taught through social modeling (LaFieur & Johnson, 1972;Lamal, 1971;Rosenthal, Zimmerman, & Durning, 1970). Children who originally failed to show (Piagetian) conservation ability were able to supply rules and/or to make judgements that satisfied criteria for conserving behavior after witnessing appropriate models Sullivan, 1969; Waghorn & Sullivan, 1970). &dquo;Cognitive tempo&dquo; is also susceptible to imitative training: Young elementary schoolers identified as impulsive-that is, who performed a task rapidly but made many errors-were exposed to models displaying a reflective (deliberate and correct) way of solving problems.…”

Section: Cognitive Trainingmentioning

confidence: 99%