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Complex patterns for kindergartners.

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Title: Complex patterns for kindergartners.
Authors: Pasnak, Robert (AUTHOR), Thompson, Brittany N. (AUTHOR), Gagliano, Katrina M. (AUTHOR), Righi, Matthew T. (AUTHOR), Gadzichowski, K. Marinka (AUTHOR)
Source: Journal of Educational Research. 2019, Vol. 112 Issue 4, p528-534. 7p. 6 Charts.
Subjects: Pattern perception, Psychology of kindergarten children, Kindergarten, Teaching methods, Psychology of learning research
Abstract: Knowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, the ability of children to recognize complex patterns early in their kindergarten year was assessed in two experiments. One experiment showed that the children were significantly less accurate on patterns made of progressively higher numbers or of letters that came progressively later in the alphabet than on patterns made of clock faces that showed increasing amounts of time or were made of rotating objects. There was an interaction between the type of element of which the pattern was composed and the pattern's orientation. A second experiment showed that symmetric patterns were easier than growing patterns, and there were effects of orientation and the elements of which a pattern was composed, as well as interactions. This research indicates that instruction on clock faces and rotating objects should precede instruction on letters and numbers, and that symmetric patterns can also be easily understood. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="AR" term="%22Pasnak%2C+Robert%22">Pasnak, Robert</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thompson%2C+Brittany+N%2E%22">Thompson, Brittany N.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gagliano%2C+Katrina+M%2E%22">Gagliano, Katrina M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Righi%2C+Matthew+T%2E%22">Righi, Matthew T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gadzichowski%2C+K%2E+Marinka%22">Gadzichowski, K. Marinka</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Pattern+perception%22">Pattern perception</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+kindergarten+children%22">Psychology of kindergarten children</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+learning+research%22">Psychology of learning research</searchLink>
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  Data: Knowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, the ability of children to recognize complex patterns early in their kindergarten year was assessed in two experiments. One experiment showed that the children were significantly less accurate on patterns made of progressively higher numbers or of letters that came progressively later in the alphabet than on patterns made of clock faces that showed increasing amounts of time or were made of rotating objects. There was an interaction between the type of element of which the pattern was composed and the pattern's orientation. A second experiment showed that symmetric patterns were easier than growing patterns, and there were effects of orientation and the elements of which a pattern was composed, as well as interactions. This research indicates that instruction on clock faces and rotating objects should precede instruction on letters and numbers, and that symmetric patterns can also be easily understood. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2019.1586400
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      – Code: eng
        Text: English
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        PageCount: 7
        StartPage: 528
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      – SubjectFull: Pattern perception
        Type: general
      – SubjectFull: Psychology of kindergarten children
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      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Teaching methods
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            NameFull: Righi, Matthew T.
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            NameFull: Gadzichowski, K. Marinka
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              Text: 2019
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