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ERIC |
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640101s1964 xx ||| b ||| | eng d |
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|a ED001232 Microfiche
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|a CRP-1790-A
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|a ED001232 Microfiche
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1 |
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|a Anderson, Richard C.
|q (Richard Chase),
|d 1934-
|0 http://id.loc.gov/authorities/names/n83152099
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| 245 |
1 |
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|a SHAPING LOGICAL BEHAVIOR IN SIX- AND SEVEN-YEAR OLDS /
|c RICHARD C. ANDERSON.
|
| 260 |
|
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1964.
|
| 300 |
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|a 168 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
|b h
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| 338 |
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|a microfiche
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|a A TECHNOLOGY WAS NEEDED TO BRIDGE THE GAP BETWEEN EDUCATIONAL THEORY AND THE PRACTICE OF TEACHING. THE CHIEF GOAL WAS TO DEVELOP A PROCEDURE FOR TEACHING CHILDREN THE METHOD OF DIFFERENCE, THE PROBLEM-SOLVING STRATEGY IN WHICH EACH FACTOR IS VARIED IN SUCCESSION WHILE ALL OTHER FACTORS ARE HELD CONSTANT. THE COMPONENTS, SCOPE, AND LIMITATIONS COMPRISED A PRESCRIPTION THAT COULD FURNISH GUIDELINES IN THE CONSTRUCTION OF A TEACHING PROGRAM. THE DEVELOPED PROGRAM CONSISTED OF SEVEN LARGE UNITS, OR "GAMES," EACH OF WHICH TAUGHT ONE OR MORE COMPONENTS OF THE METHOD OF DIFFERENCE. THE FIRST PHASE DEVELOPED THE METHOD OF DIFFERENCE BEHAVIOR IN A VERY DELIBERATE FASHION, AND THE SECOND, USING VARIED TASKS, WAS INTENDED TO TRANSFER THE BEHAVIOR UNDER THE CONTROL OF ABSTRACT, SCHEMATIC ATTRIBUTES OF TASKS AND PROBLEMS. THE FIRST-GRADE CHILDREN USED FOR THE EQUIPMENT WERE DIVIDED INTO TWO GROUPS, ONLY ONE OF WHICH RECEIVED THE PROGRAM INSTRUCTION. DETAILS OF THE METHOD, USING LIVE TEACHERS, WERE GIVEN. AMONG THE RESULTS, THE MOST STRIKING WAS THE ATTAINMENT OF POSITIVE, NONSPECIFIC TRANSFER OF TRAINING. THE RESULT SHOWED THAT CHILDREN CAN ACQUIRE, RETAIN, AND TRANSFER RATHER COMPLEX PROBLEM-SOLVING BEHAVIOR GENERALLY ACQUIRED AT 14 OR 15. IN THAT THIS PROGRAM INVOLVED CONCRETE MATERIALS AND DEVICES, IT WAS CONSISTENT WITH THE STAGE OF INTELLECTUAL DEVELOPMENT OF 6- AND 7-YEAR-OLD CHILDREN. ALTHOUGH CHILDREN CANNOT CONCEPTUALIZE THE SYSTEMS THEY USE, SKILLS CAN BE TAUGHT OF CONSIDERABLE VALUE, PARTICULARLY IN "NEW MATH" AND SCIENCE CURRICULA. THE RESULTS SUGGESTED THAT THE PRESUMPTION ON WHICH THE PROJECT WAS BASED - THAT REASONING AND PROBLEM SOLVING CAPABILITIES CONSIST OF REPERTOIRES OF BEHAVIOR MODIFIABLE IN ACCORDANCE WITH PRINCIPLES OF LEARNING, INSTEAD OF INACCESSIBLE STRUCTURES AND PROCESSES - COULD BE THE BASIS OF FEASIBLE INSTRUCTION.
|
| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a Comparative Analysis.
|2 ericd
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| 650 |
0 |
7 |
|a Elementary Education.
|2 ericd
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| 650 |
1 |
7 |
|a Logical Thinking.
|2 ericd
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| 650 |
0 |
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|a Primary Education.
|2 ericd
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| 650 |
1 |
7 |
|a Problem Solving.
|2 ericd
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| 650 |
1 |
7 |
|a Program Development.
|2 ericd
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| 650 |
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7 |
|a Programed Instruction.
|2 ericd
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| 650 |
0 |
7 |
|a Skill Development.
|2 ericd
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| 650 |
1 |
7 |
|a Teaching Methods.
|2 ericd
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| 650 |
0 |
7 |
|a Transfer of Training.
|2 ericd
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| 653 |
0 |
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|a ILLINOIS
|a Illinois (Urbana)
|
| 710 |
2 |
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|a University of Illinois at Urbana-Champaign.
|0 http://id.loc.gov/authorities/names/n79049103
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| 907 |
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|b 211122
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|p Non-Circulating
|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
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