文章基本信息

标题：Patterning Abilities of First Grade Children: Effects of Dimension and Type
本地全文：下载
作者：K. Marinka Gadzichowski
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：2012
卷号：3
期号：5
页码：632-635
DOI：10.4236/ce.2012.35092
出版社：Scientific Research Publishing
摘要：In the United States children receive instruction on recognizing patterns beginning most often in kindergarten and continuing on through early elementary school years. Although widely accepted and included in curricula, patterning instruction has not been based on empirical research. The current study is the first attempt to determine how the dimension, e.g. color or shape, in which a pattern is displayed impacts children’s ability to understand the pattern. This study is also an initial exploration of whether the overall “rule” of the pattern impacted a child’s ability to recognize a pattern. Five types of patterns displayed in five different dimensions were presented to 204 first grade children in a completely counterbanced order. Results indicated that the dimension in which a pattern was displayed made no difference to the children. Patterns with alternating elements were significantly easier than any others, and those with increasing numbers of elements were significantly more difficult. Implications for instruction in patterning were discussed.
关键词：Patterning; Cognitive Development; Education