Abstract
This study aimed at clarifying differences in judging processes at grade levels in judgement of weights addition. Six to thirteen year-old children (total 222) were subjected to the task, and the 6- and 12-year-old children's performance were seen to go down. The error styles of each grade levels were examined and those grades were divided into two groups: high performing group (9-, 11-, 13-year-olds) and low performing group: 6-, 8-, 12-year-olds. The effects of correctional feedback were investigated in the latter one. The results showed: the 6-year-olds showed neither consistent errors, nor the effects of feedback; however among the 8-year-olds, the effects of feedback were observed in the experimental (feedback) group only, whereas the 12-year-olds presented the same error tendency as the 8-year-olds did and their performance went up in the control (non-feedback) as well as in the experimental group. Sex differences were observed on both performance and effects of feedback. From these results it was concluded that a poor performance does not necessarily correspond to a poor cognitive ability.
| Original language | English |
|---|---|
| Pages (from-to) | 327-332 |
| Number of pages | 6 |
| Journal | The Japanese Journal of Educational Psychology |
| Volume | 36 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1988 |
| Externally published | Yes |
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Keywords
- effects of feedback
- error styles
- protocol analysis
- sex difference
- U-shaped growth curve
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Developmental Changes of Judging Processes and Sex Differences in Judgement of Weights Addition. / Aoki, Tazuko.
In: The Japanese Journal of Educational Psychology, Vol. 36, No. 4, 1988, p. 327-332.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Developmental Changes of Judging Processes and Sex Differences in Judgement of Weights Addition
AU - Aoki, Tazuko
PY - 1988
Y1 - 1988
N2 - This study aimed at clarifying differences in judging processes at grade levels in judgement of weights addition. Six to thirteen year-old children (total 222) were subjected to the task, and the 6- and 12-year-old children's performance were seen to go down. The error styles of each grade levels were examined and those grades were divided into two groups: high performing group (9-, 11-, 13-year-olds) and low performing group: 6-, 8-, 12-year-olds. The effects of correctional feedback were investigated in the latter one. The results showed: the 6-year-olds showed neither consistent errors, nor the effects of feedback; however among the 8-year-olds, the effects of feedback were observed in the experimental (feedback) group only, whereas the 12-year-olds presented the same error tendency as the 8-year-olds did and their performance went up in the control (non-feedback) as well as in the experimental group. Sex differences were observed on both performance and effects of feedback. From these results it was concluded that a poor performance does not necessarily correspond to a poor cognitive ability.
AB - This study aimed at clarifying differences in judging processes at grade levels in judgement of weights addition. Six to thirteen year-old children (total 222) were subjected to the task, and the 6- and 12-year-old children's performance were seen to go down. The error styles of each grade levels were examined and those grades were divided into two groups: high performing group (9-, 11-, 13-year-olds) and low performing group: 6-, 8-, 12-year-olds. The effects of correctional feedback were investigated in the latter one. The results showed: the 6-year-olds showed neither consistent errors, nor the effects of feedback; however among the 8-year-olds, the effects of feedback were observed in the experimental (feedback) group only, whereas the 12-year-olds presented the same error tendency as the 8-year-olds did and their performance went up in the control (non-feedback) as well as in the experimental group. Sex differences were observed on both performance and effects of feedback. From these results it was concluded that a poor performance does not necessarily correspond to a poor cognitive ability.
KW - effects of feedback
KW - error styles
KW - protocol analysis
KW - sex difference
KW - U-shaped growth curve
UR - http://www.scopus.com/inward/record.url?scp=85008066039&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85008066039&partnerID=8YFLogxK
U2 - 10.5926/jjep1953.36.4_327
DO - 10.5926/jjep1953.36.4_327
M3 - Article
AN - SCOPUS:85008066039
VL - 36
SP - 327
EP - 332
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 4
ER -