Judgments of relevance in preschoolers: a ...
Type de document :
Article dans une revue scientifique: Article original
URL permanente :
Titre :
Judgments of relevance in preschoolers: a study of training and transfer of self-cueing strategies
Auteur(s) :
Leclercq, Marion [Auteur]
109539|||Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Mombo, Wilfried T. [Auteur]
Psychologie des âges de la vie et adaptation [PAVeA]
Clerc, Jérôme [Auteur]
Laboratoire de Psychologie et NeuroCognition [LPNC]
109539|||Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Mombo, Wilfried T. [Auteur]
Psychologie des âges de la vie et adaptation [PAVeA]
Clerc, Jérôme [Auteur]
Laboratoire de Psychologie et NeuroCognition [LPNC]
Titre de la revue :
Frontiers in Psychology
Numéro :
Volume 15
Date de publication :
2024-01-30
Mot(s)-clé(s) en anglais :
goal identification
transfer
self-regulated learning
early childhood
self-cueing strategies
transfer
self-regulated learning
early childhood
self-cueing strategies
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
Introduction: When facing a task, children must analyze it precisely to fully identify what its goal is. This is particularly difficult for young children, who mainly rely on environmental cues to get there. Research ...
Lire la suite >Introduction: When facing a task, children must analyze it precisely to fully identify what its goal is. This is particularly difficult for young children, who mainly rely on environmental cues to get there. Research suggests that training children to look for the most relevant perceptual cues is promising. Furthermore, as transferring skills to a new task is difficult, the question of whether young children are able to transfer such training remains open. The aim of this study was to test the extent to which two strategies of goal self-cueing—labeling and pointing—can help 4-year-old children to identify the relevant cues to clearly identify the goal of the task. The effects of explicit strategy training were tested in a near transfer task. Method: Ninety-nine typically developing 4 year olds took part in the study. They were divided into three groups: two were trained collectively in one of the two strategies and the third group as a control group with no strategy training. All children performed a cued card-sorting task four times: Pre-test, Collective training, Post-test, and Transfer with new cards. Results: Results confirmed the beneficial effect of strategy training on goal identification, particularly after training (Post-test). In the transfer phase, all three groups performed equally well. Discussion: This study contributes to our understanding of how young children seek information when they look for the most relevant cues for identifying the goal of a task, and the benefits they may derive in a transfer task. It seems that the use of visual cues and self-cueing strategies helps preschoolers to clearly identify the goal of a task. Results are discussed in the light of the self-regulated learning framework. Some possible classroom applications are suggested.Lire moins >
Lire la suite >Introduction: When facing a task, children must analyze it precisely to fully identify what its goal is. This is particularly difficult for young children, who mainly rely on environmental cues to get there. Research suggests that training children to look for the most relevant perceptual cues is promising. Furthermore, as transferring skills to a new task is difficult, the question of whether young children are able to transfer such training remains open. The aim of this study was to test the extent to which two strategies of goal self-cueing—labeling and pointing—can help 4-year-old children to identify the relevant cues to clearly identify the goal of the task. The effects of explicit strategy training were tested in a near transfer task. Method: Ninety-nine typically developing 4 year olds took part in the study. They were divided into three groups: two were trained collectively in one of the two strategies and the third group as a control group with no strategy training. All children performed a cued card-sorting task four times: Pre-test, Collective training, Post-test, and Transfer with new cards. Results: Results confirmed the beneficial effect of strategy training on goal identification, particularly after training (Post-test). In the transfer phase, all three groups performed equally well. Discussion: This study contributes to our understanding of how young children seek information when they look for the most relevant cues for identifying the goal of a task, and the benefits they may derive in a transfer task. It seems that the use of visual cues and self-cueing strategies helps preschoolers to clearly identify the goal of a task. Results are discussed in the light of the self-regulated learning framework. Some possible classroom applications are suggested.Lire moins >
Langue :
Anglais
Comité de lecture :
Oui
Audience :
Internationale
Vulgarisation :
Non
Établissement(s) :
Université de Lille
Équipe(s) de recherche :
Education & Société
Date de dépôt :
2024-01-30T16:32:56Z
2024-02-02T10:13:24Z
2024-02-02T10:13:24Z
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