Learning to spell: variability, choice, and change in children's strategy use.
Learning to spell: variability, choice, and change in children's strategy use.
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学习拼写：儿童策略使用的可变性、选择和变化。
DOI：
10.1111/1467-8624.00025
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发表时间：
1999
影响因子：
4.6
通讯作者：
Siegler,RS
中科院分区：
文献类型：
--
作者：
Rittle-Johnson,B;Siegler,RS
我们研究了重叠波模型，最初开发的算术策略选择，也可以解释拼写策略选择。这种对比特别有趣，因为算术是一个算法领域（一个包含策略的领域，如果执行得当，总是会产生正确的答案），而拼写不是。30名一年级学生在2种条件下拼写单词，其中23名学生在二年级重新测试。通过对策略使用的试验分析，确定了一年级和二年级学生使用的策略，他们在其中选择的适应性如何，策略的有效性如何，以及从一年级到二年级沿着每个维度发生了什么变化。该模型被证明有助于理解拼写的发展，尽管明确使用备份策略对准确性的影响很小。理解自适应策略选择的算法和非算法域的影响进行了讨论。
We examined whether the overlapping waves model, originally developed to account for strategy choices in arithmetic, could also account for strategy choices in spelling. The contrast was of particular interest because arithmetic is an algorithmic domain (a domain that includes strategies that always yield correct answers if executed properly), whereas spelling is not. Thirty first‐grade students spelled words under 2 conditions, and 23 of these students were retested in second grade. Trial‐by‐trial analysis of strategy use was used to identify which strategies first and second graders used, how adaptively they chose among them, how effective the strategies were, and what changes occurred from first to second grade along each dimension. The model proved useful for understanding the development of spelling, despite the fact that explicit use of backup strategies had a minimal impact on accuracy. Implications for understanding adaptive strategy choices in algorithmic and nonalgorithmic domains are discussed.