AP22780

Coming up with explanations helps children develop cause-and-effect thinking skills
The article that I read is about children who acquire information effectively when they are asked to explain and explore.This "study shown from the University of California at Berkeley that young children who come up with explanations while learning are able to connect new ideas with prior cause and effect knowledge. How do they do this? Cristine Lagare says, by forming their own generalizations learners can more efficiently understand novel information ( Science Daily, 2014). This article was written currently in the Journal of Experimental Child Psychology. They examine 182 preschoolers from ages 3 to 6 to see the benefits of explanations based learning. They showed a mechanical to "toy composed of colorful, interlocking  gears with a crank on one end and a propeller on the other. After showing the children the basics of the toy's moving parts, they separated the children in groups and ask them to either to explain they see or examine the toy ( Science Daily, 2014). I think one of the best similar or closest study like this one is in the book called the Neo-Piagetian Martix Task. This task is use with both young and school aged children. According to the book some of the children who try this task often fail, because they begin by processing the stimulus according to one dimension and they didn't know they can reprocess it along the second dimension or they just forget to do so (Lifespan Development, 2012). Barrett laws number 2. Human studies are "fuzzy" sciences, but they are still sciences.

References:

Boyd,D.,Bee,H.(2012).//Lifespan Development 6th ed.// //Upper// Saddle River, NJ: Prentice Hall
University of Texas at Austin. (2014, April 22). Coming up with explanations helps children develop cause-and-effect thinking skills. ScienceDaily. Retrieved July 19, 2014 from www.sciencedaily.com/releases/2014/04/140422130855.htm

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