Author:
Stevenson Claire E.,Resing Wilma C.M.,Froma Mandy N.
Abstract
AbstractThis 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 self-explanation 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 self-explanation to gain maximal advantage from these simple but useful approaches to supporting children’s learning processes.
Publisher
British Psychological Society
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