The Growth of the Concept of Spfed: A Comparative Study

Lovell, K.; Kellett, V. L.; Moorhouse, Emily

doi:10.1111/j.1469-7610.1962.tb02044.x

Cited by 27 publications

(6 citation statements)

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“…It appears that speed is a variable which does not depend on distance covered or the time taken, a conclusion supported by the work of Lovell et al (1962). Children tended to centre on the importance of having time and distance the same:…”

Section: Discussionmentioning

confidence: 80%

“…He found that the child is generally unable to think of velocity in terms of distance and time below the age of 7-8 years. Lovell et al (1962) repeated Piaget's research, and their study is of particular interest for this study as they concluded that a 'child's correct forecast that a longer distance takes more time than a shorter one, at equal speeds, is no guarantee that he has a concept of speed in the sense of distance per unit time' (p. 107), and that 'young children judge speed from the point of arrival of objects, quite independent of distance covered'. They found that 'faster' meant arriving in front of or before (p. 107).…”

Section: Introductionmentioning

confidence: 97%

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Young children's conception of speed: possible implications for pedestrian safety

Cross

Mehegan

1988

International Journal of Science Education

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This research was stimulated by concern over the tragically high pedestrian accident involvement rates of children between the ages of 4 and 9 years. The objective was to discover whether young children hold naïve conceptions of speed and whether the nature of their concepts could be a causal factor in the accident equation. Road traffic engineers have tended to blame the impulsive behaviour of children for their accidents and have attempted to counter this with 'magic formula' type crossing codes. However, the authors have found that children do hold a range of beliefs regarding the concept of speed that would undoubtedly place them at risk if utilized in crossing episodes because their naive conceptions are likely to be at variance with those held by vehicle drivers.

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Section: Discussionmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 97%

Young children's conception of speed: possible implications for pedestrian safety

Cross

Mehegan

1988

International Journal of Science Education

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“…Similarly, studies of length conservation (e.g., Acredolo & Acredolo, 1980; Lovell, Healy, & Rowland, 1962; Parisi & Sias, 1985; Schiff, 1983) typically focus on conservation rather than on concepts of distance or length. Several studies have extended Piaget's investigation of the coordination of the notions of distance, motion, and time (e.g., Acredolo, Adams, & Schmid, 1984; Lovell, Kellett, & Moorhouse, 1962; Siegler & Richards, 1979; Wilkening, 1981). These reveal that children's judgments of distance in complex situations, where moving objects traverse paths with different speeds, different starting and stopping times, and different lengths, are often erroneous.…”

mentioning

confidence: 99%

Young children's conception of distance.

Bartsch¹,

Wellman²

1988

Developmental Psychology

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Whether young children conceive of distance as rigid intervals of extent seems central to their larger understanding of space and to their measurement abilities (Piaget, Inhelder, & Szeminska, 1960). A sensitive test of children's conception of distance would require them to reason about distance rather than simply visually to estimate displayed lengths. Therefore, we investigated preschoolers' understanding of two distance principles. The direct-indirect principle is the idea that a straight route between two points is always the shortest. The same-plus principle is the idea that if two routes are the same up to a point, but then only one route continues, that route is longest. In two experiments, 32 children from 3 Vi to 5 years old were given principle-relevant and principle-irrelevant problems that required comparison of two screened routes. Children performed better on principle-relevant than on principle-irrelevant screened tasks (74% vs. 19% correct). Their performances support the conclusion that even young children conceive of distance as intervals of fixed extent.

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“…While studies of the concepts of motion and speed have been undertaken, researchers have not investigated the order of acquisition of the preliminary notions related to qualitative speed. Even though replication studies (Lovell, Kellett, & Moorhouse, 1962;Delorme & Pinard, 1970) have substantiated the earlier work of Piaget they did not address the sequence of development of the concepts by children. A study by Kavanagh (1973) came closest to addressing the order of acquisition of the concepts related to movement and speed, but dealt with a limited number of tasks and concepts related to the qualitative notions of speed.…”

Section: Introductionmentioning

confidence: 90%

“…The tasks selected for this study were similar to those outlined by Piaget (1970) to investigate the qualitative aspects of the intuition of speed. The detailed protocols and scoring criteria developed for this study reflect the results of the work done by Piaget (1970), Lovell, Kellett, and Moorhouse (1962), and Kavanagh (1973). The scoring criteria, which appear in brackets in the descriptions below, were established based upon the designations for stage develop-ment given by Piaget (1970), and adapted to the individual tasks to ascertain the logical relationships between the tasks, as well as investigation of the relationships between the general concepts.…”

Section: Description Of Tasks and Scoring Criteriamentioning

confidence: 99%

The acquisition of notions of qualitative speed: The importance of spatial and temporal alignment

Perry

Obenauf

1987

J Res Sci Teach

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An understanding of kinematics is predicated upon the ability to understand preliminary notions of movement and speed. This study investigated the order of acquisition of intuitive notions of qualitative speed. The results indicated that an array of prerequisite, equivalent, and independent relationships existed among the tasks administered. The levels of difficulty implied within the hierarchy formed confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. The findings also indicated that the concepts investigated were interrelated and separable into distinct categories based upon spatial and temporal aspects of the motion. The alignment or nonalignment of objects, either spatially or temporally, provide an indication of the difficulty of the task presented and explain the order of acquisition of notions of qualitative speed. 0

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The Growth of the Concept of Spfed: A Comparative Study

Cited by 27 publications

References 1 publication

Young children's conception of speed: possible implications for pedestrian safety

Young children's conception of speed: possible implications for pedestrian safety

Young children's conception of distance.

The acquisition of notions of qualitative speed: The importance of spatial and temporal alignment

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