How children change their minds: strategy change can be gradual or abrupt.
How children change their minds: strategy change can be gradual or abrupt.
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孩子如何改变想法：策略的改变可以是渐进的，也可以是突然的。
DOI：
10.1037//0012-1649.35.1.127
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发表时间：
1999
期刊：
影响因子：
--
通讯作者：
Alibali,MW
中科院分区：
文献类型：
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作者：
Alibali,MW
本研究考察了儿童解决数学等价性问题策略的变化规律。在教育干预前后评估了儿童在言语和手势中表达的策略。在干预中，孩子们要么没有接受输入，要么接受了准确的反馈，或者接受了反馈加上关于原理、类比或程序的指导。从前测到后测，许多儿童改变了策略使用的变异性和策略库的内容。变化的模式取决于教学类型和儿童最初的可变性水平。接受教育的儿童特别有可能产生新的策略，变异性高的儿童特别可能放弃先前的策略。渐变是最常见的；然而，许多孩子突然修改了他们的曲目。突如其来的策略改变在接受基于程序的指导的儿童和初始变异性较低的儿童中尤其普遍。
This study investigated patterns of change in children’s strategies for solving mathematical equivalence problems. The strategies children expressed in speech and in gesture were assessed both before and after an instructional intervention. In the intervention, children received either no input, accuracy feedback, or feedback plus instruction about a principle, an analogy, or a procedure. From pretest to posttest, many children changed both the variability of their strategy use and the content of their strategy repertoires. Patterns of change depended on type of instruction and on children’s initial level of variability. Children who received instruction were especially likely to generate new strategies, and children with high variability were especially likely to abandon prior strategies. Gradual change was most common; however, many children modified their repertoires abruptly. Abrupt strategy change was especially prevalent among children who received procedure-based instruction and among children with low initial variability.