Eliciting self-explanations improves children's performance on a field-based map skills task

Publication Type  Journal Article
Year of Publication  2007
Authors  Kastens, K. A.; Liben, L. S.
Journal Title  Cognition and Instruction
Volume  25
Issue  1
Pages  45-74
ISBN Number  0737-0008
Accession Number  ISI:000244339800002
Key Words  sex-differences; private speech; strategies; knowledge; examples; students; ability

To investigate children's ability to translate between the environment and an abstract representation, fourth graders were asked to indicate the location of colored flags by placing similarly colored stickers on a map. In the explaining condition, students wrote down what clues they had used; in the baseline condition, they placed stickers without explanation. The explaining students significantly outperformed the baseline students, especially with respect to egregious errors indicative of failure to understand basic representational correspondence. The hypothesized interpretation is that children who generated explanations were more likely to notice and then correct discrepancies between their answers in progress and the referent space and that they did so by activating existing spatial and symbolic competencies.


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URL  <Go to ISI>://000244339800002