A method for eliciting scale errors in preschool classrooms

被引：19
|
作者：
Rosengren, Karl S. [1 ]
Carmichael, Caitlin [2 ]
Schein, Stevie S. [2 ]
Anderson, Kathy N. [2 ]
Gutierrez, Isabel T. [2 ]
机构：
[1] Northwestern Univ, Dept Psychol, Evanston, IL 60208 USA
[2] Univ Illinois, Dept Psychol, Chicago, IL 60680 USA
来源：
INFANT BEHAVIOR & DEVELOPMENT | 2009年 / 32卷 / 03期
关键词：
Cognitive development; Scale errors;
D O I：
10.1016/j.infbeh.2009.03.001
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
Six preschool classrooms, containing children between the ages of 4.0 and 40.0 months, were seeded with miniature items to examine how easily scale errors could be elicited. Observations occurred over a period of 3 months,with a total of 280 min of observations per classroom. A concealed observer documented all interactions with the miniature items. A total of 93 scale errors occurred, with a higher frequency committed by the younger children. These results confirm findings from previous research and suggest that scale errors can be effectively elicited in a preschool classroom. Our approach may provide a useful method for systematically studying the factors that influence scale errors. (c) 2009 Elsevier Inc. All rights reserved.
引用
收藏
页码：286 / 290
页数：5
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