Sociocognitive growth and the young child: Comparisons with spatial and literacy content. Academic Article

abstract

• Examined the effects of spatial content (considered to be physical knowledge) and literacy content (social knowledge) on learning through social interaction. A pretest/social interactions/posttest design with approximately 2 wks between components of the sequence was employed with 56 5.36.6 yr old kindergarten children. Ss were individually tested using an adaptation of the W. Doise and G. Mugny (1984) spatial perspective taking tasks and a series of word creation activities to measure emergent literacy. Ss were then placed in 3 interaction episodes in which problems were solved with a partner related to literacy and spatial content. Gains were made in spatial understanding independent of the type of social interaction used by the pair. Spatial understanding appeared to be impacted more by how correctly problems were solved by the dyad. Shared experience between interacting partners mediated literacy understanding. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

authors

• Viruru, Radhika

published proceedings

• Child Study Journal

author list (cited authors)

• Cannella, G. S., Viruru, R., & Amin, S.

complete list of authors

• Cannella, GS||Viruru, R||Amin, S

publication date

• January 1995

publisher

• SUNY Coll at Buffalo  Publisher

published in

• Child Study Journal  Journal

keywords

• Cognitive Development
• Cooperative Learning
• Dyads
• Group Problem Solving
• Kindergarten Students
• Literacy
• Social Interaction
• Spatial Learning
• psychosocial Development

start page

• 213

end page

• 231

volume

• 25

issue

• 3