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dc.contributor.authorRichardson, Miles
dc.contributor.authorJones, Gary
dc.contributor.authorCroker, Steve
dc.contributor.authorBrown, Stephen L.
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
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.
dc.relation.urlhttp://doi.wiley.com/10.1002/acp.1702en
dc.rightsArchived with thanks to Applied Cognitive Psychologyen
dc.subjectConstruction tasksen
dc.subjectConstruction play
dc.subjectCognition
dc.titleIdentifying the task characteristics that predict children's construction task performance
dc.typeArticleen
dc.identifier.journalApplied Cognitive Psychologyen
refterms.dateFOA2019-02-28T13:01:26Z
html.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.


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