TY - JOUR
T1 - How knowledge is structured and used by expert and novice children
AU - Gobbo, Camilla
AU - Chi, Michelene
N1 - Funding Information:
This research is supported by the Learning Research and Development Center, funded in part by the National Institute of Education. A portion of this work has been presented at the Psychonomic Society Meeting, 1984. The meticulous work done by Anne Robin in coding and analyzing the data is greatly appreciated. Correspondence and requests for reprints should be addressed to Michelene Chi. Learning Research and Development Center, University of Pittsburgh, Pittsburgh. PA 15260.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 1986/7
Y1 - 1986/7
N2 - This research contrasts the knowledge structures of expert and novice children in the domain of dinosaurs, as well as how this knowledge is used. Several measures were developed to assess differences in knowledge structures, such as how frequently children use connecting words in their production protocols and the frequency with which they switch topics in their discussion of a dinosaur. How children use their knowledge was assessed by measures such as the frequency with which they infer new implicit information about unknown dinosaurs and the frequency with which they make semantic comparisons, especially about unknown dinosaurs. These differences in the structure and use of knowledge provide a possible explanation of why expert children can better use and access their knowledge because it is more cohesive and integrated, than can novice children.
AB - This research contrasts the knowledge structures of expert and novice children in the domain of dinosaurs, as well as how this knowledge is used. Several measures were developed to assess differences in knowledge structures, such as how frequently children use connecting words in their production protocols and the frequency with which they switch topics in their discussion of a dinosaur. How children use their knowledge was assessed by measures such as the frequency with which they infer new implicit information about unknown dinosaurs and the frequency with which they make semantic comparisons, especially about unknown dinosaurs. These differences in the structure and use of knowledge provide a possible explanation of why expert children can better use and access their knowledge because it is more cohesive and integrated, than can novice children.
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U2 - 10.1016/S0885-2014(86)80002-8
DO - 10.1016/S0885-2014(86)80002-8
M3 - Article
AN - SCOPUS:38249042726
SN - 0885-2014
VL - 1
SP - 221
EP - 237
JO - Cognitive Development
JF - Cognitive Development
IS - 3
ER -