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Analogical reasoning skill acquisition with self-explanation in 7-8 year olds:Does feedback help?

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Title: Analogical reasoning skill acquisition with self-explanation in 7-8 year olds:Does feedback help?
Authors: Stevenson, Claire E., Resing, Wilma C. M., Froma, Mandy N.
Source: Educational & Child Psychology. 2009, Vol. 26 Issue 3, p6-17. 12p. 1 Black and White Photograph, 3 Charts, 3 Graphs.
Subjects: Learning, Sex differences (Biology), Self-expression, Explanation, Reasoning
Abstract: This microgenetic study assessed the development of analogical reasoning on figural matrices by examining the additional effect of feedback on repeated practice including self-explanation. Participants were 39 children aged 7 to 8 years (M=7; 9 years) divided over self-explanation only and feedback plus selfexplanation conditions based on randomised blocking. During six microgenetic sessions a multiple choice figural analogy task was administered. The results showed increased performance over time and an advantage of feedback for answer choice and most markedly for explanation quality. A trend was observed in which girls' performance, regardless of feedback, and that of boys with feedback are comparable, yet boys without feedback did not perform quite as well. Further investigation of possible gender differences in the roles of self-explanation and feedback are advised. We recommend a combination of feedback and selfexplanation to gain maximal advantage from these simple but useful approaches to supporting children's learning processes. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society 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: Analogical reasoning skill acquisition with self-explanation in 7-8 year olds:Does feedback help?
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  Data: <searchLink fieldCode="AR" term="%22Stevenson%2C+Claire+E%2E%22">Stevenson, Claire E.</searchLink><br /><searchLink fieldCode="AR" term="%22Resing%2C+Wilma+C%2E+M%2E%22">Resing, Wilma C. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Froma%2C+Mandy+N%2E%22">Froma, Mandy N.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. 2009, Vol. 26 Issue 3, p6-17. 12p. 1 Black and White Photograph, 3 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+differences+%28Biology%29%22">Sex differences (Biology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self-expression%22">Self-expression</searchLink><br /><searchLink fieldCode="DE" term="%22Explanation%22">Explanation</searchLink><br /><searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink>
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  Data: This microgenetic study assessed the development of analogical reasoning on figural matrices by examining the additional effect of feedback on repeated practice including self-explanation. Participants were 39 children aged 7 to 8 years (M=7; 9 years) divided over self-explanation only and feedback plus selfexplanation conditions based on randomised blocking. During six microgenetic sessions a multiple choice figural analogy task was administered. The results showed increased performance over time and an advantage of feedback for answer choice and most markedly for explanation quality. A trend was observed in which girls' performance, regardless of feedback, and that of boys with feedback are comparable, yet boys without feedback did not perform quite as well. Further investigation of possible gender differences in the roles of self-explanation and feedback are advised. We recommend a combination of feedback and selfexplanation to gain maximal advantage from these simple but useful approaches to supporting children's learning processes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society 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: 10.53841/bpsecp.2009.26.3.6
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      – Code: eng
        Text: English
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        PageCount: 12
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      – SubjectFull: Learning
        Type: general
      – SubjectFull: Sex differences (Biology)
        Type: general
      – SubjectFull: Self-expression
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      – SubjectFull: Explanation
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      – SubjectFull: Reasoning
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      – TitleFull: Analogical reasoning skill acquisition with self-explanation in 7-8 year olds:Does feedback help?
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