Identifying the task characteristics that predict children's construction task performance

5.00
Hdl Handle:
http://hdl.handle.net/10545/292620
Title:
Identifying the task characteristics that predict children's construction task performance
Authors:
Richardson, Miles ( 0000-0002-7223-7053 ) ; Jones, Gary; Croker, Steve; Brown, Steve
Abstract:
Construction tasks can be linked to achievement in maths and science and form part of school curricula. However, there is little foundation for their use in teaching as there are no apparent methods for assessing difficulty. This empirical research identifies four construction task characteristics that impact on cognition and influence construction task difficulty in children aged 7-8 and 10-11. Further a regression model from previous research with adults predicted children’s construction task performance in the present study. The research provides a method to quantify, predict and control the complexity of construction tasks for future research and to inform teaching.
Citation:
Identifying the task characteristics that predict children's construction task performance 2011, 25 (3):377 Applied Cognitive Psychology
Journal:
Applied Cognitive Psychology
Issue Date:
2011
URI:
http://hdl.handle.net/10545/292620
DOI:
10.1002/acp.1702
Additional Links:
http://doi.wiley.com/10.1002/acp.1702
Type:
Article
ISSN:
08884080
Appears in Collections:
Centre for Psychological Research

Full metadata record

DC FieldValue Language
dc.contributor.authorRichardson, Milesen_GB
dc.contributor.authorJones, Garyen_GB
dc.contributor.authorCroker, Steveen_GB
dc.contributor.authorBrown, Steveen_GB
dc.date.accessioned2013-05-22T15:23:48Z-
dc.date.available2013-05-22T15:23:48Z-
dc.date.issued2011-
dc.identifier.citationIdentifying the task characteristics that predict children's construction task performance 2011, 25 (3):377 Applied Cognitive Psychologyen_GB
dc.identifier.issn08884080-
dc.identifier.doi10.1002/acp.1702-
dc.identifier.urihttp://hdl.handle.net/10545/292620-
dc.description.abstractConstruction tasks can be linked to achievement in maths and science and form part of school curricula. However, there is little foundation for their use in teaching as there are no apparent methods for assessing difficulty. This empirical research identifies four construction task characteristics that impact on cognition and influence construction task difficulty in children aged 7-8 and 10-11. Further a regression model from previous research with adults predicted children’s construction task performance in the present study. The research provides a method to quantify, predict and control the complexity of construction tasks for future research and to inform teaching.en_GB
dc.relation.urlhttp://doi.wiley.com/10.1002/acp.1702en_GB
dc.rightsArchived with thanks to Applied Cognitive Psychologyen_GB
dc.subjectConstruction tasksen_GB
dc.subjectConstruction play-
dc.subjectCognition-
dc.titleIdentifying the task characteristics that predict children's construction task performance-
dc.typeArticleen
dc.identifier.journalApplied Cognitive Psychologyen_GB
All Items in UDORA are protected by copyright, with all rights reserved, unless otherwise indicated.