Access the full text.
Sign up today, get DeepDyve free for 14 days.
References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.
Four experiments tested the hypothesis that it is agreement and not conflict between strategies which produces intellectual change in young children. The argument behind the hypothesis is that conflict tells the child that something is wrong but not what it is, and certainly not what is the right strategy. On the other hand if one strategy consistently produces the same answer as another, the child can be reasonably sure that both are right. In the first experiment it was demonstrated that children measured more after seeing that measurement agreed with direct comparisons. In the next two experiments experience of conflict failed to have any effect on children's willingness to measure. The final experiment looked at the effect of telling children that their measurements were right. This did not increase measurement either. Together these experiments provide support for the idea that children learn when strategies agree rather than when they conflict.
British Journal of Psychology – Wiley
Published: May 1, 1982
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.