Current Search: Problem solving in children (x)
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(1 - 5 of 5)
- Title
- The development of math strategies in a sociocultural context.
- Creator
- Hubertz, Martha J., Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Current studies are rapidly investigating strategy choice on tasks such as math and reading that children encounter in day to day life; it follows that strategy development should also be examined in the naturalistic settings where children actually perform these tasks. From a sociocultural learning perspective, we examined five year old children's arithmetic strategy use, in a game context, with the most likely of mentors for a young child, his or her parents. Children played three games of...
Show moreCurrent studies are rapidly investigating strategy choice on tasks such as math and reading that children encounter in day to day life; it follows that strategy development should also be examined in the naturalistic settings where children actually perform these tasks. From a sociocultural learning perspective, we examined five year old children's arithmetic strategy use, in a game context, with the most likely of mentors for a young child, his or her parents. Children played three games of a modified version of "Chutes and Ladders" with one of their parents. Children's strategy use and parents' behavior were coded and analyzed. Results indicate that parents usually provided appropriate support to their children, providing more direction and assistance to the children who required them, and less to those who did not.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/15731
- Subject Headings
- Mathematical ability, Problem solving in children, Cognition in children
- Format
- Document (PDF)
- Title
- Understanding strategy development in gifted and nongifted children: A cross-sectional study.
- Creator
- Read, Lenore E., Florida Atlantic University, Bjorklund, David F.
- Abstract/Description
-
The present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted...
Show moreThe present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted children was compared through a series of sort/recall trials. The targeted strategy was an organizational one which begins to be manifested in middle schoolage children. Additionally, the experiment examined the possible influences of metacognition, IQ, and motivation (e.g., self-attributions and self-efficacy) on the occurrence and outcome of strategy use in these two populations. The use of the strategic classifications proved successful in delineating both differences and similarities between the two groups.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/15051
- Subject Headings
- Gifted children, Cognition in children, Problem solving in children, Intelligence levels--Children
- Format
- Document (PDF)
- Title
- Play, problem-solving and tool use: Individual differences in preschool children.
- Creator
- Gredlein, Jeffrey Michael, Florida Atlantic University, Bjorklund, David F.
- Abstract/Description
-
While recent research has promoted play as an integral component of a child's cognitive functioning, tool-use has been relatively ignored in this discussion. It may be the case that these two abilities, especially constructive play and problem solving through the use of tools, emerging early in a child's life, have some connection in the formation of higher cognitive processing. From an evolutionary developmental perspective, three-year old children were observed in two free-play sessions and...
Show moreWhile recent research has promoted play as an integral component of a child's cognitive functioning, tool-use has been relatively ignored in this discussion. It may be the case that these two abilities, especially constructive play and problem solving through the use of tools, emerging early in a child's life, have some connection in the formation of higher cognitive processing. From an evolutionary developmental perspective, three-year old children were observed in two free-play sessions and participated in a toy-retrieval task. Results indicate boys engaged in more constructive play than girls and were more likely to use tools to solve a problem. Also, the findings suggest that the gender difference observed reflects a bias in motivation to interact with objects, with the amount of time spent in constructive play predicting performance on the tool-use task, suggesting that much of the variance in the gender difference in tool use can be attributed to experience in constructive play. This is consistent with the evolutionary theoretical idea that boys' and girls' play styles evolved to prepare them for adult life in traditional environments.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fau/fd/FADT12740
- Subject Headings
- Problem solving in children, Sex differences (Psychology) in children, Play assessment (Child psychology)
- Format
- Document (PDF)
- Title
- The effect of child temperament in parent-child interactions in a teaching task.
- Creator
- Mckay, Jodi, Florida Atlantic University, Hoff, Erika
- Abstract/Description
-
The purpose of this study is to investigate the relation between specific measures of child temperament and parent-child interaction in a problem-solving task. One prediction is that children's behavior in a problem solving task will be dictated by their unique temperamental characteristics. It is also thought that child temperament will be related to parental sensitivity to child's emotional cues and understanding as well as teaching strategies and joint decision making. Another prediction...
Show moreThe purpose of this study is to investigate the relation between specific measures of child temperament and parent-child interaction in a problem-solving task. One prediction is that children's behavior in a problem solving task will be dictated by their unique temperamental characteristics. It is also thought that child temperament will be related to parental sensitivity to child's emotional cues and understanding as well as teaching strategies and joint decision making. Another prediction is that temperament affects joint attention between children and their parents. Previous research using aggregated dimensions of temperament have found a relation between child temperament and parent-child interaction, however, the relations between specific temperament variables and child attention and parent-child interactions have not been assessed. The aim of this study is to test the hypothesis that child temperament will be related to child behavior, parental behavior and to the level of joint attention between parent and child in the context of a task activity.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/13267
- Subject Headings
- Parent and child--Psychological aspects, Child rearing, Temperament in children, Problem solving in children
- Format
- Document (PDF)
- Title
- The relation between child temperament and parent and child behavior in the context of a problem-solving task: An exploratory analysis.
- Creator
- Elledge, Lawrence C., Florida Atlantic University, Hoff, Erika
- Abstract/Description
-
The relation of child temperament to parent and child behavior was examined in the context of a problem-solving task. The participants included 8 mothers and 1 father and their children (4 males, 5 females) between the ages of 28 and 32 months who were videotaped as they worked with puzzles in a laboratory playroom. Child temperament was assessed using the Toddler Behavioral Assessment Questionnaire (TBAQ), a parental report instrument. The parent behaviors measured were the use of directives...
Show moreThe relation of child temperament to parent and child behavior was examined in the context of a problem-solving task. The participants included 8 mothers and 1 father and their children (4 males, 5 females) between the ages of 28 and 32 months who were videotaped as they worked with puzzles in a laboratory playroom. Child temperament was assessed using the Toddler Behavioral Assessment Questionnaire (TBAQ), a parental report instrument. The parent behaviors measured were the use of directives, praise and encouragement, and negative corrections. The child behavior measured was compliance to parental directives. Parent and child behaviors were coded from videotapes of observational sessions. Children's scores on two dimensions of the TBAQ were associated with parenting behavior: Children's scores on the pleasure dimension of temperament were positively associated with parental use of directives, and children's scores on the interest dimension of temperament were negatively associated with parental use of negative corrections. These findings suggest that parents' perceptions of their children's temperaments are associated with their parenting behavior toward their children.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/13217
- Subject Headings
- Parent and child--Psychological aspects, Temperament in children, Child rearing, Problem solving in children
- Format
- Document (PDF)
