Reasoning in Young Children: Fantasy and Information Retrieval   总被引：1，自引：0，他引：1  

Henry Markovits  Michele Venet  Geneviève Janveau-Brennan  Nicole Malfait  Nadia Pion  Isabelle Vadeboncoeur 《Child development》1996,67(6):2857-2872

The present article examines 2 predictions concerning conditional reasoning in children derived from Markovits's model of conditional reasoning. The first claims that children under 12 years of age should be able to respond correctly to uncertain logical forms if the premises and context enable them to access pertinent counterexamples from memory. The second concerns the effect of reasoning in a fantasy context. Previous studies have established that young children can correctly respond to certain reasoning problems with empirically false premises when these are presented in a fantasy context. However, this model of reasoning predicts that presenting empirically true premises in a fantasy context should decrease performance on the 2 uncertain logical forms. In Study 1, a total of 48 8-year-olds, 78 10-year-olds, and 74 12-year-olds were given 4 reasoning problems involving familiar premises. These problems were embedded in either a fantasy or a realistic context and presented via video tape. Results were consistent with the predictions made. Study 2 attempted to determine whether these results could be due to context or problem formulation. A total of 40 7-year-olds and 46 8-year-olds were given reasoning problems with either no context or with a visual image preceding the problems. Results showed that children did equally well in these conditions, and that providing an image did not improve performance.  相似文献   

Using scenarios to design complex technology-enhanced learning environments     

Ton de Jong  Armin Weinberger  Isabelle Girault  Anders Kluge  Ard W. Lazonder  Margus Pedaste  Sten Ludvigsen  Muriel Ney  Barbara Wasson  Astrid Wichmann  Caspar Geraedts  Adam Giemza  Tasos Hovardas  Rachel Julien  Wouter R. van Joolingen  Anne Lejeune  Constantinos C. Manoli  Yuri Matteman  Tago Sarapuu  Alex Verkade  Vibeke Vold  Zacharias C. Zacharia 《Educational technology research and development : ETR & D》2012,60(5):883-901

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments.  相似文献