Integrating velocity, time, and distance information: A developmental study

Wilkening, Friedrich

doi:10.1016/0010-0285(81)90009-8

Cited by 139 publications

(125 citation statements)

References 18 publications

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“…Indeed, such effects have been noted in mathematical research (e.g. Baroody, Lai, Li, & Baroody, 2009;Howe et al, 2010;Wilkening, 1981). Howe and colleagues, for instance, noted that younger children were more likely to make inferences about speed on the basis of distance alone whereas older children demonstrated a more competent integration of time as well.…”

Section: Discussionmentioning

confidence: 91%

“…Indeed, age-related changes in disparities in relation to knowledge integration might not be unexpected. In a study by Wilkening (1981), for instance, 5-year-olds, 10-year-olds and adults were asked to make predictions about (self-propelled) motion for a set of animals. While all three age groups were able to correctly apply the time-distance interaction (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Shift in Children’s Incline Motion Predictions: Fragmentation and Integration of Knowledge as Possible Contributors

Hast

2014

JEDP

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Recent research with primary school children has indicated that while younger children believe a light ball will roll down an incline faster than a heavy ball-matching their beliefs about horizontal motion-older children believe the heavy ball will roll down faster-matching their conceptions about fall. Tentative suggestions regarding the cause of this age shift were made, but no clear conclusion could be reached. The present research aimed to resolve this issue by addressing the subjectivity of children's predictions. Children (N = 210) aged 5-11 completed a paper-based task where the trajectories of a heavy and a light ball needed to be contrasted for three motion dimensions-horizontal, fall and incline-to address how trajectory predictions compare. The findings suggest that a declining salience of the horizontal dimension in the reasoning process appears to contribute to the age-related shift. It is proposed that these developmental changes in making predictions about object motion can be explained on the basis of fragmentation and knowledge integration. The importance of this work lies in contributing towards clearer models of how commonsense theories of motion develop across childhood. This, in turn, bears implications for curriculum structures and teaching approaches in primary science.

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Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Exploring the Shift in Children’s Incline Motion Predictions: Fragmentation and Integration of Knowledge as Possible Contributors

Hast

2014

JEDP

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“…It is plausible that this is supportive of a lack of ability to systematically incorporate multiple variables, and that this competency only emerges at some point during middle childhood (cf. Baroody, Lai, Li, & Baroody, 2009;Hast, 2014;Howe, Nunes, & Bryant, 2010;Wilkening, 1981).…”

Section: Discussionmentioning

confidence: 99%

Incline Height and Object Weight: Examining the Fluidity of Children’s Commonsense Theories of Motion

Hast

2018

EURASIA J MATH SCI T

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144 children aged 5 to 12 years made initial predictions about the speeds of a heavy and a light ball rolling down a slope. They were then asked to consider how changing the incline height would impact the initial predictions. The findings illustrate a shift from rigid differentiation to more flexible knowledge structures. While perceptions changed with increasing age from light-as-faster to heavy-as-faster, younger children were also less likely to believe that any other incline steepness could conceivably lead to a different outcome. Older children, on the other hand, showed a heightened awareness of how changing incline heights could allow for alternative motion patterns. The study adds to current understanding of conceptual development. It expands on the debate between knowledge-in-pieces and knowledge-as-theory, concluding within its constrained scope that development of scientific knowledge about object motion possibly occurs in a transition from pieces to theory. Consequentially, the paper also considers implications for early science education.

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“…Pur" ('(l1uilliclll simulations represent a situation in whkh t1;1f:mory demands across the concepts are equal. The limited memOly condilion e"plores the effc~cts of diff\:ring I11cmory demands.It was found that the IUles that correlated most highly wilh network rcsponsC's during training were consistent with the developmcntal course of chiIdrcn' s concepts (Wilkening, 1981;. Networks integrated the dcfining dirncnsiolls of the concepts first by idenlity rules (e.g., v = d), tht!,n additivc rules (e. g., v = d -t), and finally multiplicative ruIes (e.g.…”

mentioning

confidence: 81%

“…Les résultats démontrent que les règles les plus hautement corrélées avec les réponses du réseau pendant la phase d'entraîn~ment étaient en concordance avec le parcours développemental des concepts observé chez les enfants (Wilkening, 1981;. Dans un premier temps, les réseaux intégraient les dimensions définissants les concepts en adoptant une règle d'identité (e.g., v = d), par la suite, par une règle additive (e.g., v = d -t), et finalement, en adoptant une règle multiplicative (e.g., v=d+t).…”

Section: Résuméunclassified

The Developmental Course of Distance, Time, and Velocity Concepts:A Generative Connectionist Model

Buckingham¹,

Shultz²

2000

Journal of Cognition and Development

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Two sets of connectionist simulations of children's acquisition of distance (d), time (t), and velocity (v) cOllcepts lIsing a generativc algorithm, cascade-correlation (FahIman & L,~biere. 1990). are reported. Pur" ('(l1uilliclll simulations represent a situation in whkh t1;1f:mory demands across the concepts are equal. The limited memOly condilion e"plores the effc~cts of diff\:ring I11cmory demands.It was found that the IUles that correlated most highly wilh network rcsponsC's during training were consistent with the developmcntal course of chiIdrcn' s concepts (Wilkening, 1981;. Networks integrated the dcfining dirncnsiolls of the concepts first by idenlity rules (e.g., v = d), tht!,n additivc rules (e. g., v = d -t), and finally multiplicative ruIes (e.g.The results are discussed in term!> of similarity to childrcn's dC'lclopmcnt, the effects of memory demands, the contribution of connectIonism to cognitive: development, and directions for future rescarch. Il is argued that cas<.:adc correlation provides an explicit mechanism of developmental change --wcight adjustment and hidden unh recruitment.

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Integrating velocity, time, and distance information: A developmental study

Cited by 139 publications

References 18 publications

Exploring the Shift in Children’s Incline Motion Predictions: Fragmentation and Integration of Knowledge as Possible Contributors

Exploring the Shift in Children’s Incline Motion Predictions: Fragmentation and Integration of Knowledge as Possible Contributors

Incline Height and Object Weight: Examining the Fluidity of Children’s Commonsense Theories of Motion

The Developmental Course of Distance, Time, and Velocity Concepts:A Generative Connectionist Model

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