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A Formal Framework for Modelling the Developmental Course of Competence and Performance in the Distance, Speed, and Time Domain

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Title: A Formal Framework for Modelling the Developmental Course of Competence and Performance in the Distance, Speed, and Time Domain
Language: English
Authors: Albert, Dietrich, Kickmeier-Rust, Michael D., Matsuda, Fumiko
Source: Developmental Review. Sep 2008 28(3):401-420.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 20
Publication Date: 2008
Intended Audience: Researchers
Document Type: Journal Articles
Reports - Research
Descriptors: Cognitive Development, Competence, Performance, Models, Misconceptions, Generalization, Theories
DOI: 10.1016/j.dr.2008.05.001
ISSN: 0273-2297
Abstract: The developmental course in the distance-speed-time domain is still a matter of debate. Traditional stage models are contested by theories of continuous development and adaptive thinking. In the present work, we introduce a formal framework for modelling the developmental course in this domain, grounding on Competence-based Knowledge Space Theory. This framework, as a more general case, widely includes assumptions and facets of previous models and covers empirical findings collected based on different experimental paradigms. By a distinction of latent competences and observable performance, model validation is not bound to a certain experimental paradigm and no one-to-one correspondence between competences and tasks is required. Therefore, the framework has the potential to bridge the gap between stage models and models of continuous development. The approach also precisely defines misconceptions, for example overgeneralization, and empirically investigates their occurrence. In the present work, we established a prototypical model for the development of understanding the distance-speed-time system. We extended this model with definitions based on different perspectives of overgeneralization. The assumptions of the model and its extensions were examined on the basis of the results of two empirical investigations using six judgment task types. The results yielded a reasonably good fit of model and data. No evidence was found for the occurrence of overgeneralization in this domain. The theoretical model and empirical results are discussed with respect to their relationship to other developmental models and theories. (Contains 5 tables and 4 figures.)
Abstractor: As Provided
Entry Date: 2008
Accession Number: EJ810142
Database: ERIC
FullText Text:
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  Data: A Formal Framework for Modelling the Developmental Course of Competence and Performance in the Distance, Speed, and Time Domain
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  Data: <searchLink fieldCode="AR" term="%22Albert%2C+Dietrich%22">Albert, Dietrich</searchLink><br /><searchLink fieldCode="AR" term="%22Kickmeier-Rust%2C+Michael+D%2E%22">Kickmeier-Rust, Michael D.</searchLink><br /><searchLink fieldCode="AR" term="%22Matsuda%2C+Fumiko%22">Matsuda, Fumiko</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Review%22"><i>Developmental Review</i></searchLink>. Sep 2008 28(3):401-420.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: 10.1016/j.dr.2008.05.001
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  Data: The developmental course in the distance-speed-time domain is still a matter of debate. Traditional stage models are contested by theories of continuous development and adaptive thinking. In the present work, we introduce a formal framework for modelling the developmental course in this domain, grounding on Competence-based Knowledge Space Theory. This framework, as a more general case, widely includes assumptions and facets of previous models and covers empirical findings collected based on different experimental paradigms. By a distinction of latent competences and observable performance, model validation is not bound to a certain experimental paradigm and no one-to-one correspondence between competences and tasks is required. Therefore, the framework has the potential to bridge the gap between stage models and models of continuous development. The approach also precisely defines misconceptions, for example overgeneralization, and empirically investigates their occurrence. In the present work, we established a prototypical model for the development of understanding the distance-speed-time system. We extended this model with definitions based on different perspectives of overgeneralization. The assumptions of the model and its extensions were examined on the basis of the results of two empirical investigations using six judgment task types. The results yielded a reasonably good fit of model and data. No evidence was found for the occurrence of overgeneralization in this domain. The theoretical model and empirical results are discussed with respect to their relationship to other developmental models and theories. (Contains 5 tables and 4 figures.)
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