The effects of adult guidance and peer discussion on the development of children's representations: Evidence from the training of pedestrian skills.
It was hypothesized that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically-encoded, experientially-grounded, generalizable knowledge), as defined by Karm...
| Published in: | British Journal of Psychology Vol. 96; no. 2; pp. 181 - 205 |
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| Main Authors: | , , |
| Format: | Article |
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Wiley-Blackwell
May 2005
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510498170&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510498170 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00071269 BJP jtl: British Journal of Psychology issn: 00071269 maglogo: N pubinfo: dt: May 2005 vid: 96 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 510498170 10.1348/000712604X15545 ppf: 181 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.6MB tig: atl: The effects of adult guidance and peer discussion on the development of children's representations: Evidence from the training of pedestrian skills. aug: au: Tolmie, Andrew Thomson, James A. Foot, Hugh C. su: Pedestrians Traffic safety & children Concept learning sug: subj: Pedestrians Traffic safety & children Concept learning ab: It was hypothesized that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically-encoded, experientially-grounded, generalizable knowledge), as defined by Karmiloff-Smith's (1992) representational redescription (RR) model. Two studies were conducted to examine in detail the impact of this social input in the context of simulation-based training in roadside search skills. A group of 5-8-year-olds were pre-tested on ability to detect relevant road-crossing features. They then participated in four training sessions designed to promote attunement to these, under peer discussion versus adult guidance conditions (Study I), and adult-child versus adult-group conditions (Study 2). Performance at post-test was compared with that of controls who underwent no training. Study I found that children in the adult guidance condition improved significantly more than those in the peer discussion or control conditions, and this improvement was directly attributable to appropriation of E3 level representations from adult dialogue. Study 2 found that progress was greater still when adult scaffolding was supplemented by peer discussion, with E3 level representation attributable to the children's exploration of conflicting ideas. The implications of these findings for the RR model and for practical road safety education are discussed. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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