scholarly journals The Smart Nonconserver: Preschoolers Detect Their Number Conservation Errors

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Wim De Neys ◽  
Amélie Lubin ◽  
Olivier Houdé
Keyword(s):  
Preschool Children ◽  
Developmental Studies ◽  
Precise Nature ◽  
Conservation Task ◽  
Error Sensitivity ◽  
Number Conservation ◽  
Conflict Problem ◽  
Critical Error ◽  
Control Version ◽  
Response Confidence

Classic developmental studies have established that children’s number conservation is often biased by misleading intuitions. However, the precise nature of these conservation errors is not clear. A key question is whether children detect that their erroneous conservation judgment is unwarranted. The present study focuses on this critical error sensitivity issue. Preschool children were given a classic version of a number conservation task in which an intuitively cued response conflicted with the correct conservation response and a control version in which this conflict was not present. After solving each version children were asked to indicate their response confidence. Results showed that in contrast with children who gave a correct conservation response, preschoolers who erred showed a sharp confidence decrease after solving the classic conflict problem. This suggests that nonconserving preschoolers detect that their response is questionable and are less ignorant about conservation than their well-documented errors might have previously suggested.

Occasions for Providing Resolutions (or not) in Turkish Preschool Conversational Narratives

2001 ◽  
Vol 11 (2) ◽  
pp. 411-450 ◽  
Author(s):  
Aylin C. Küntay
Keyword(s):  
Preschool Children ◽  
Ethnographic Study ◽  
Developmental Studies ◽  
Structural Element ◽  
High Point ◽  
Problem Resolution ◽  
Children's Narratives ◽  
Age Related ◽  
Speech Situation ◽  
Resolution Structure

Many developmental studies of narrative isolate resolutions as a structural element, aiming to demonstrate age-related influences on the presence or absence of this component in children’s narrative productions. This study is an ethnographic study of Turkish children’s conversationally occasioned narratives investigating the conversational occasions that lead to provision or omission of a problem-resolution structure in children’s narratives. The data come from 60 hours of naturalistically collected talk of preschool children aged 3-to-6 in two different preschools. The results indicate that Turkish preschool children often provide narratives without a problem-resolution structure but also that they can provide high-point structures, depending on the speech situation. The analyses reveal that whether children organize their narratives in terms of a problem-resolution structure is dependent on the characteristics of the recounted events and conversational factors rather than merely age-related competence.

The Design and Standardization of a Speech and Language Screening Test for Use with Preschool Children

1974 ◽  
Vol 39 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nancy Buono Fluharty
Keyword(s):  
Preschool Children ◽  
Language Acquisition ◽  
Screening Test ◽  
Generative Grammar ◽  
Test Design ◽  
Developmental Studies ◽  
Speech And Language ◽  
Language Screening ◽  
Grammar Model

This paper describes the design and preliminary standardization of a speech and language screening test for use with three- to five-year-old children. The test design follows the transformation-generative grammar model and is based on developmental studies of speech and language acquisition.

Concept of Equivalence Relations and Conservation of Liquid in Preschool Children

1978 ◽  
Vol 43 (3) ◽  
pp. 991-1001
Author(s):  
Eileen Brockman Goggin ◽  
William F. Landers ◽  
Alvah C. Bittner
Keyword(s):  
Preschool Children ◽  
Set Theory ◽  
Task Difficulty ◽  
Positive Relationship ◽  
Theory Model ◽  
Equivalence Relations ◽  
Necessary Condition ◽  
Assessment Procedure ◽  
Conservation Task ◽  
Age Range

The acquisition of logic involved in the concept of equivalence, and its relationship to attainment of conservation of liquid were studied. Equivalence was operationalized according to set theory model—as relationships characterized by three logical properties of reflexivity (R), symmetry (S), and transitivity (T). Each property was assessed by two procedures. Twenty-eight children (age range 4–0 to 5–5) were administered: (1) Pretest for relational terms, (2) Equivalence Battery, (3) Liquid Conservation Task, (4) Liquid Conservation Task—Reduced saliency condition. The three logical properties (each assessed two ways) do not develop in an invariant ordinal sequence (R S T); however, a “psychometric” order of increasing task difficulty did emerge. For all three abilities, one assessment procedure was consistently easier than the other. A significant positive relationship between age and degree of mastery of equivalence logic was found. In this study, complete mastery of equivalence was a necessary condition for attainment of conservation. The data support the proposition that saliency of perceptual change in a conservation task may be a roadblock to attainment of conservation in some preschool children, indirectly suggesting that mastery of equivalence logic probably is not a sufficient condition for conservation.

Surprise and Memory as Indices of Concrete Operational Development

1973 ◽  
Vol 33 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Thomas M. Achenbach
Keyword(s):  
Group Differences ◽  
Normal Children ◽  
Significant Group ◽  
Verbal Responses ◽  
Conservation Task ◽  
Continuous Quantity ◽  
Number Conservation ◽  
Quantitative Properties ◽  
Concrete Operational ◽  
Operational Development

Normal and retarded children's use of color, number, length, and continuous quantity as attributes of identity was assessed by presenting them with contrived changes in these properties. Mean Binet MAs were 6.3 for normals and 6.2 for retardates. Surprise to the change of color occurred at lower MAs than surprise to all quantitative properties among normals and to continuous quantity and (nonsignificantly) to length among retardates. More retardates than MA-matched normals were surprised at the change of quantity ( p = .058), but there were no other significant group differences. Study II employed normal children with mean MA = 5.2. Significant relations between surprise and both recognition and reconstruction memory were found for color and number. Surprise and correct memory responses for color preceded those to number, which preceded logical verbal responses to a conventional number-conservation task.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

Using Conventional Articulation Tests With Highly Unintelligible Children

1992 ◽  
Vol 23 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Pamela G. Garn-Nunn ◽  
Vicki Martin
Keyword(s):  
Test Results ◽  
Phonological Processes ◽  
Rule Based ◽  
Severity Level ◽  
Error Sensitivity ◽  
Conventional Tests ◽  
Severity Levels ◽  
Conventional Test ◽  
Impaired Children

This study explored whether or not standard administration and scoring of conventional articulation tests accurately identified children as phonologically disordered and whether or not information from these tests established severity level and programming needs. Results of standard scoring procedures from the Assessment of Phonological Processes-Revised, the Goldman-Fristoe Test of Articulation, the Photo Articulation Test, and the Weiss Comprehensive Articulation Test were compared for 20 phonologically impaired children. All tests identified the children as phonologically delayed/disordered, but the conventional tests failed to clearly and consistently differentiate varying severity levels. Conventional test results also showed limitations in error sensitivity, ease of computation for scoring procedures, and implications for remediation programming. The use of some type of rule-based analysis for phonologically impaired children is highly recommended.

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