Strategies of Knowledge Acquisition Author(s): Deanna Kuhn, Merce Garcia-Mila, Anat Zohar, Christopher Andersen, Sheldon H. White, David Klahr, Sharon M. Carver Source: Monographs of the Society for Research in Child Development, Vol. 60, No. 4, Strategies of Knowledge Acquisition (1995), pp. i+iii+v-vi+1-157 Published by: Blackwell Publishing on behalf of the Society for Research in Child Development Stable URL: http://www.jstor.org/stable/1166059 . Accessed: 16/09/2011 13:38 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact firstname.lastname@example.org.
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OF MONOGRAPHS THE IN FOR SOCIETY RESEARCH CHILD DEVELOPMENT Serial No. 245, Vol. 60, No. 4, 1995
OF STRATEGIES KNOWLEDGE ACQUISITION
Deanna Kuhn Merce Garcia-Mila Anat Zohar Andersen Christopher
BY WITH COMMENTARY SheldonH. White David Klahr and Sharon M. Carver BY AND A REPLY THEAUTHORS
MONOGRAPHSTHE OF SOCIETY RESEARCH FOR INCHILD DEVELOPMENT SerialNo. 245, Vol.60, No. 4, 1995
I. INTRODUCTION 1 II. METHOD 24 III. KNOWLEDGE IN ACQUISITION ADULTS 33 IV. KNOWLEDGE IN ACQUISITION CHILDREN 42 V. STRATEGIES STRATEGY AND CHANGE ADULTS 50 IN VI. STRATEGIES STRATEGY AND CHANGE CHILDREN 64 IN VII. THE PROCESS CHANGE OF 75
VIII.CONCLUSIONS 98 REFERENCES121 ACKNOWLEDGMENTS 128 COMMENTARY TOWARD EVOLUTIONARY AN EPISTEMOLOGY OF SCIENTIFIC REASONING SheldonH. White 129 SCIENTIFIC THINKING ABOUT SCIENTIFIC THINKING David Klahr and Sharon M. Carver 137 REPLY SCIENTIFIC AND KNOWLEDGE THINKING ACQUISITION Deanna Kuhn 152 CONTRIBUTORS 158 STATEMENT OF EDITORIAL POLICY 160
KUHN, DEANNA; GARCIA-MILA,MERCE; ZOHAR, ANAT; and ANDERSEN,
CHRISTOPHER. WithCommentary Strategiesof KnowledgeAcquisition. and H. KLAHR SHARON CARVER; and SHELDON WHITE by DAVID M. by KUHN. and a Reply by DEANNA theSociety Research in Monographs of for Child 1995, 60(4, SerialNo. 245). Development, In this Monograph, is knowledgeacquisition examinedas a processinthe coordinationof existing theorieswith new evidence.Although volving researchers studyingconceptualchange have describedchildren'sevolving theorieswithinnumerousdomains,relatively little attentionhas been given to the mechanisms meansof whichtheoriesare formed and revisedand by knowledgeis therebyacquired.Centralto the presentworkis the claimthat strategiesof knowledge acquisitionmay vary significantlyacross (as well as within) individualsand can be conceptualizedwithin a developmental framework. To studythese strategiesand their development,we use a microgenetic method.Our application the method allowsextendedobservation the of of of acquisition knowledgewithina domain,of the strategiesused to acquire this knowledge,and of the changein these strategies overtime.The method also allows qualitativeanalysisof individualsand quantitativeanalysisof groups to be used in complementary ways. Knowledge acquisition processeswereexaminedat twoage levels.Community college adults and preadolescentsparticipatedin two 30-45-min individualsessionseach week over a 10-weekperiod. Subjectsworked on problemsinvolvinga broad range of contentfrom both physicaland social domains. A transfer design was situated within this microgeneticframework,for the purposeof assessinggeneralityof strategies withthe introduction of new content. Subjectsof both ages showedprogressacrossthe 10 weeksin the...
References: Demetriou, A., Efklides, A., & Platsidou, M. (1993). The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories. Monographs of the Society Researchin Child Development,58 (5-6, for Serial No. 234). Holland, J., Holyoak, K., Nisbett, R., & Thagard, P. (1986). Induction:Processesof inference, learning, and discovery.Cambridge, MA: MIT Press.
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