The effect of instructional guidance on learning the categorization of living/non-living species (notice n° 160607)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01731cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112032640.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Tanguy, Franck |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | The effect of instructional guidance on learning the categorization of living/non-living species |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2013.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 13 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This study deals with the effect of two forms of guidance in the learning of a primary form of categorization: the difference between living and non-living beings. The participants were sixth-grade junior high school students, split into two equal groups assigned to one of two forms of guidance during initial learning. In the No Guidance group, participants categorized the species into living/non-living categories by themselves. In the Guidance group, participants saw the categorization performed by a computer. The initial learning phase was followed by a post-test, a conceptualization phase, and a generalization phase. The entire experiment was computer-driven. After each item, the cognitive load level was measured by the participants on a 9-level scale. For each phase, ANOVAs of the answers and the cognitive load values were conducted. Results show that No Guidance was more effective than Guidance, and that non-living items were more difficult to categorize than living ones. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Cognitive load |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Primary and Secondary Knowledge |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Guidance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Folk Knowledge |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Foulin, Jean-Noël |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Tricot, André |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | o 2 | 2 | 2013-06-01 | p. 159-179 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-enfance2-2013-2-page-159?lang=en">https://shs.cairn.info/journal-enfance2-2013-2-page-159?lang=en</a> |
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