文章基本信息

标题：A Place for Patterning in Cognitive Development
本地全文：下载
作者：K. Marinka Gadzichowski ; Matthew S. Peterson ; Robert Pasnak 等
期刊名称：Psychology
印刷版ISSN：2152-7180
电子版ISSN：2152-7199
出版年度：2018
卷号：09
期号：08
页码：2073-2082
DOI：10.4236/psych.2018.98118
语种：English
出版社：Scientific Research Publishing
摘要：“Patterning” is a cognitive intervention that is unknown to psychologists, but has nevertheless been taught for half a century in nearly all kindergartens and many preschools in English-speaking countries. Patterning is the understanding that a certain rule governs the sequence of items in a series. At the simplest level, if the series has been red, tan, red, tan, red, tan, the next item should be red. More advanced patterns—“growing” geometric patterns and complex patterns of letters, numbers, and objects—have also been studied. Patterning is thought by educators to be a key cognitive ability that promotes academic achievement. However, its relative position in the hierarchy of cognitive developments is unknown. The present study showed that it is closely related to both transitivity and seriation, and that size transitivity problems best expressed the common factor that predicted patterning scores.
关键词：Seriation;Transitivity;Patterning;Cognitive Development