FACTORS FACILITATING HYPOTHESIS TESTING IN YOUNG CHILDREN
Abstract
The present investigation proposed to extend the work of Cantor and Spiker's (1978) investigation in which children given training to stay with confirmed hypotheses (win-stay), to shift from disconfirmed hypotheses (lose-shift), and to select as new hypotheses only those not previously disconfirmed (valid H selection). In their study, subjects given such training demonstrated fewer errors to criterion and more effective use of the win-stay, lose-shift, and valid H selection strategies than subjects not receiving such training. In the present study, first grade children were provided one of four training conditions in which they received either no component skill instruction (B), win-stay and lose-shift instruction (WSLS), valid H selection and lose-shift instruction (VHS), or win-stay, lose-shift, and valid H selection training (All). Consistent with Cantor and Spiker's (1978a) findings, performance of subjects receiving training in all the component skills was superior to that of subjects receiving training in the use of none of the components. However, the tasks were found to be quite easy, with achievement of solution observed for nearly all subjects regardless of training received. Analysis of the individual strategy component indices for win-stay, lose-shift, and valid H selection behaviors suggested reliable facilitation of these strategies when explicit training in their use was provided. It also was observed that, given win-stay and lose-shift training, most subjects spontaneously employed highly effective valid H selection behavior. To a lesser extent, subjects receiving valid H selection training were observed to spontaneously stay with confirmed hypotheses (win-stay). The implications of these findings and others were discussed within the associationistic theoretical framework presented by Cantor and Spiker (1979a) and recommendations were made for future research.
Degree
Ph.D.
Subject Area
Educational psychology
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