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The Learning Paradigm as a Technique for Investigating Cognitive Development

  • Bruce A. Linder
  • Linda S. Siegel
Part of the Springer Series in Cognitive Development book series (SSCOG)

Abstract

For decades researchers studying cognitive development have used paradigms that are based on the procedures described by Piaget and others. The basic design of these assessments is that children are presented with a set of materials (e.g., rows of objects) and asked questions based on these materials (e.g., “Which one has more or do they both have the same number?”). Children’s responses to the questions are taken as an index of their cognitive processes. The aim of these procedures is to find out what children know when they enter the session. This approach is a structural one, intended to find out what children do and do not understand about the situation.

Keywords

Discrimination Learning Learn Paradigm Negative Instance Kindergarten Child Experimental Child Psychology 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer-Verlag New York Inc. 1983

Authors and Affiliations

  • Bruce A. Linder
  • Linda S. Siegel

There are no affiliations available

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