Microdevelopment of peer interactions and scientific reasoning in young children / Microdesarrollo de la interacción entre pares y el razonamiento científico en niños pequeños

References / Referencias

• Azmitia, M. (1988). Peer interaction and problem solving: When are two heads better than one? Child Development, 59, 87–96. doi:10.2307/1130391
   Web of Science ®Google Scholar
• Cooper, C. R. (1980). Development of collaborative problem solving among preschool children. Developmental Psychology, 16, 433–440. doi:10.1037/0012-1649.16.5.433
   Web of Science ®Google Scholar
• Cox, R. F. A., & van Dijk, M. (2013). Microdevelopment in parent-child conversations: From global changes to flexibility. Ecological Psychology, 25, 304–315. doi:10.1080/10407413.2013.810095
   Web of Science ®Google Scholar
• Crowley, K., Callanan, M. A., Jipson, J. L., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent-child activity. Science Education, 85, 712–732. doi:10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Doise, W., Mugny, G., & Perret-Clermont, A. (1976). Social interaction and cognitive development: Further evidence. European Journal of Social Psychology, 6, 245–247. doi:10.1002/(ISSN)1099-0992
   Web of Science ®Google Scholar
• Druyan, S. (2001). A comparison of four types of cognitive conflict and their effect on cognitive development. International Journal of Behavioral Development, 25, 226–236. doi:10.1080/01650250042000276
   Web of Science ®Google Scholar
• Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children’s problem-solving ability. The British Journal of Educational Psychology, 75(2), 157–169. doi:10.1348/000709904X23411
   PubMed Web of Science ®Google Scholar
• Fischer, K. W., & Bidell, T. (2006). Dynamic development of action, thought, and emotion. In R. M. Lerner (Ed.), & W. Damon (Series Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 313–399). New York, NY: Wiley.
   Google Scholar
• Flynn, E., & Sielger, R. (2007). Measuring change: Current trends and future directions in microgenetic research. Infant and Child Development, 16, 135–149. doi:10.1002/icd.502
   Web of Science ®Google Scholar
• Gauvain, M., & Rogoff, B. (1989). Collaborative problem solving and children’s planning skills. Developmental Psychology, 25, 139–151. doi:10.1037/0012-1649.25.1.139
   Web of Science ®Google Scholar
• Gijlers, H., Saab, N., Van Joolingen, W. R., De Jong, T., & van Hout-Wolters, B. H. A. M. (2009). Interaction between tool and talk: How instruction and tools support consensus building in collaborative inquiry-learning environments. Journal of Computer Assisted Learning, 25, 252–267. doi:10.1111/j.1365-2729.2008.00302.x
   Web of Science ®Google Scholar
• Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical research and policy implications. Science, 337, 1623–1627. doi:10.1126/science.1223416
   PubMed Web of Science ®Google Scholar
• Gopnik, A., Glymour, C., Sobel, D. M., Schulz, L. E., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111, 3–32. doi:10.1037/0033-295X.111.1.3
   PubMed Web of Science ®Google Scholar
• Granott, N., Fischer, K. W., & Parziale, J. (2002). Bridging to the unknown: A transition mechanism in learning and development. In N. Granott, & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 131–156). Cambridge: Cambridge University Press.
   Google Scholar
• Granott, N., & Parziale, J. (2002). Microdevelopment: A process-oriented perspective for studying development and learning. In N. Granott, & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 1–28). Cambridge: Cambridge University Press.
   Google Scholar
• Grinstead, C. M., & Laurie Snell, J. (1997). Introduction to probability (2nd ed.). Providence, RI: American Mathematical Society Press.
   Google Scholar
• Haden, C. A. (2010). Talking about science in museums. Child Development, 4, 62–67. doi:10.1111/j.1750-8606.2009.00119.x
   Web of Science ®Google Scholar
• Hollenstein, T. (2013). State space grids. In T. Hollenstein (Ed.), State space grids: Depicting dynamics across development (pp. 11–34). New York, NY: Springer.
   Google Scholar
• Holmes, H. (1997, April 3–6). Preschool children’s collaborative problem-solving interactions: Influence of task, partner gender, and conversational style. Paper presented at the 62nd Biennial Meeting of the Society for Research in Child Development, Washington, DC.
   Google Scholar
• Howe, C., Tolmie, A., Greer, K., & Mackenzie, M. (1995). Peer collaboration and conceptual growth in physics: Task influences on children’s understanding of heating and cooling. Cognition and Instruction, 13, 483–503. doi:10.1207/s1532690xci1304_2
   Web of Science ®Google Scholar
• Jansen, B. R. J., Raijmakers, M. E. J., & Visser, I. (2007). Rule transition on the balance scale task: A case study in belief change. Synthese, 155, 211–236. doi:10.1007/s11229-006-9142-9
   Web of Science ®Google Scholar
• Kuhn, D. (2002). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 371–393). Oxford: Blackwell.
   Google Scholar
• Kuhn, D. (2004). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 371–393). Malden, MA: Blackwell.
   Google Scholar
• Kuhn, D., & Franklin, S. (2006). The second decade: What develops (and how). In W. Damon, R. M. Lerner, D. Kuhn, & R. S. Siegler, (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 953–993). Hoboken, NJ: Wiley.
   Google Scholar
• Kuhn, D., Garcia-Mila, M., Zohar, A., & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4), Serial No. 245. doi:10.2307/1166059
   Web of Science ®Google Scholar
• Kupers, E., van Dijk, M., & van Geert, P. (2015). Within‐teacher differences in one‐to‐one teacher–student interactions in instrumental music lessons. Learning and Individual Differences, 37, 283–289. doi:10.1016/j.lindif.2014.11.012
   Web of Science ®Google Scholar
• Lebart, L., Morineau, A., & Piron, M. (2000). Statistique exploratoire multidimensionnelle. Paris: Dunod.
   Google Scholar
• Meindertsma, H., van Dijk, M., & van Geert, P. (2013). Assessment of preschooler’s scientific reasoning in adult‐child interactions: What is the optimal context? Research in Science Education, 44, 215‐237.
   Web of Science ®Google Scholar
• Meindertsma, H. B., van Dijk, M., Steenbeek, H., & van Geert, P. (2012). Application of skill theory to compare scientific reasoning of young children in different tasks. Netherlands Journal of Psychology, 67, 9–19.
   Google Scholar
• Melander, H. (2012). Transformations of knowledge within a peer group. Knowing and learning in interaction. Learning, Culture and Social Interaction, 1, 232–248. doi:10.1016/j.lcsi.2012.09.003
   Web of Science ®Google Scholar
• Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30, 359–377. doi:10.1080/01411920410001689689
   Web of Science ®Google Scholar
• Molenaar, P. C. M. (2010). On the limits of standard quantitative genetic modeling of inter-individual variation. In K. E. Hood, C. T. Halpern, G. Greenberg, & R. M. Lerner (Eds.), Handbook of developmental science, behavior, and genetics (pp. 626–648). Oxford: Wiley-Blackwell.
   Google Scholar
• Molenaar, P. C. M., & Campbell, C. G. (2009). The new person-specific paradigm in psychology. Current Directions in Psychological Science, 18, 112–117. doi:10.1111/cdir.2009.18.issue-2
   Web of Science ®Google Scholar
• Nesselroade, J. R., & Molenaar, P. C. M. (2010). When persons should be few and occasions should be many – Modeling a different kind of longitudinal data. ISSBD Bulletin, 57, 2–4.
   Google Scholar
• Nokes-Malach, T. J., Meade, M. L., & Morrow, D. G. (2012). The effect of expertise on collaborative problem solving. Thinking & Reasoning, 18, 32–58. doi:10.1080/13546783.2011.642206
   Web of Science ®Google Scholar
• Overton, W. (2014). The process-relational paradigm and relational-developmental-systems metamodel as context. Research in Human Development, 11, 323–331. doi:10.1080/15427609.2014.971549
   Web of Science ®Google Scholar
• Perret-Clermont, A. N. (1980). Social interaction and cognitive development in children. London: Academic Press.
   Google Scholar
• Philips, S., & Tolmie, A. (2007). Children’s performance on and understanding of the balance scale problem: The effects of parental support. Infant and Child Development, 16, 95–117. doi:10.1002/(ISSN)1522-7219
   Web of Science ®Google Scholar
• Rakotomalala, R. (2005). Tanagra: A free software for research and academic purposes. Proceedings of EGC 2005, RNTI-E-3, 2, 697–702.
   Google Scholar
• Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25, 601–624. doi:10.1080/09518398.2011.605078
   Google Scholar
• Robbins, J. (2005). ‘Brown paper packages’? A sociocultural perspective on young children’s ideas in science. Research in Science Education, 35, 151–172. doi:10.1007/s11165-005-0092-x
   Web of Science ®Google Scholar
• Robinson, C. C., Anderson, G. T., Porter, C. L., Hart, C. H., & Wouden-Miller, M. (2003). Sequential transition patterns of preschoolers’ social interactions during child-initiated play: Is parallel-aware play a bidirectional bridge to other play states? Early Childhood Research Quarterly, 18, 3–21. doi:10.1016/S0885-2006(03)00003-6
   Web of Science ®Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
   Google Scholar
• Rojas-Drummond, S. (2009). Rethinking the role of peer collaboration in enhancing cognitive growth. Human Development, 52, 240–245. doi:10.1159/000215073
   Web of Science ®Google Scholar
• Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76–101. doi:10.2307/1602690
   PubMed Web of Science ®Google Scholar
• Roy, D. (2010). Cluster analysis for test-retest reliability. International Journal of Psychological Research, 3, 131–139.
   Google Scholar
• Salvatore, S., & Valsiner, J. (2009). Idiographic science on its way: Towards making sense of psychology. In S. Salvatore, J. Valsiner, S. Strout, & J. Clegg (Eds.), YIS: Yearbook of idiographic science (Vol. 1, pp. 9–19). Rome: Firera.
   Google Scholar
• Schmittmann, V. D., Visser, I., & Raijmakers, M. E. J. (2006). Multiple learning modes in the development of performance on a rule-based category-learning task. Neuropsychologia, 44, 2079–2091. doi:10.1016/j.neuropsychologia.2005.12.011
   PubMed Web of Science ®Google Scholar
• Shultz, T. R., Mareschal, D., & Schmidt, W. C. (1994). Modeling cognitive development on balance scale phenomena. Machine Learning, 16, 57–86. doi:10.1007/BF00993174
   Web of Science ®Google Scholar
• Siegler, R. S., & Chen, Z. (2002). Development of rules and strategies: Balancing the old and the new. Journal of Experimental Child Psychology, 81, 446–457. doi:10.1006/jecp.2002.2666
   PubMed Web of Science ®Google Scholar
• Siegler, R. S., & Chen, Z. (1998). Developmental differences in rule learning: A microgenetic analysis. Cognitive Psychology, 36, 273–310. doi:10.1006/cogp.1998.0686
   PubMed Web of Science ®Google Scholar
• Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606–620. doi:10.1037/0003-066X.46.6.606
   PubMed Web of Science ®Google Scholar
• Siegler, R. S., Strauss, S., & Levin, I. (1981). Developmental sequences within and between concepts. Monographs of the Society for Research in Child Development, 46, 1–84. doi:10.2307/1165995
   Web of Science ®Google Scholar
• Srinivas, H. (2011). What is collaborative learning? Kobe, Japan: The Global Development Research Center. Retrieved from http://www.gdrc.org/kmgmt/c-learn/index.html
   Google Scholar
• Staarman, J. K., & Krol, K. (2005). Peer interaction in three collaborative learning environments. Journal of Classroom Interaction, 40, 29–39.
   Google Scholar
• Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119–158. doi:10.1111/lang.2002.52.issue-1
   Web of Science ®Google Scholar
• Thurston, A., Van De Keere, K., Topping, K. J., Kosack, W., Gatt, S., Marchal, J., & Mestdagh, N. (2007). Peer learning in primary school science: Theoretical perspectives and implications for classroom practice. Electronic Journal of Research in Educational Psychology, 5, 477–496.
   Google Scholar
• van der Steen, S., Steenbeek, H., van Dijk, M., & van Geert, P. (2013). A process approach to children’s understanding of scientific concepts: A longitudinal case study. Learning and Individual Differences, 30, 84–91.
   Web of Science ®Google Scholar
• van der Steen, S., Steenbeek, H., & van Geert, P. (2012). Using the dynamics of a person context system to describe children’s understanding of air pressure. In H. Kloos, B. J. Morris, & J. L. Amaral (Eds.), Current topics in children’s learning and Cognition (pp. 21–44). Rijeka, Croatia: InTech. doi:10.5772/53935
   Google Scholar
• van Dijk, M., Hunnius, S., & van Geert, P. (2012). The dynamics of feeding during the introduction to solid food. Infant Behavior and Development, 35, 226–239. doi:10.1016/j.infbeh.2012.01.001
   PubMed Web of Science ®Google Scholar
• van Geert, P., Steenbeek, H., & Kunnen, S. (2012). Monte Carlo techniques: Statistical simulation for developmental data. In E. S. Kunnen (Ed.), A dynamic systems approach to adolescent development (pp. 43–52). London: Psychology Press.
   Google Scholar
• van Geert, P., & van Dijk, M. (2002). Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior and Development, 25, 340–374. doi:10.1016/S0163-6383(02)00140-6
   Web of Science ®Google Scholar
• Vygotsky, L. (1986). Thought and Language. Cambridge, MA: The Massachusetts Institute of Technology.
   Google Scholar
• Williams, S. T., Ontai, L. L., & Mastergeorge, A. M. (2010). The development of peer interaction in infancy: Exploring the dyadic processes. Social Development, 19, 348–368. doi:10.1111/sode.2010.19.issue-2
   Web of Science ®Google Scholar
• Yang, Z., & Fischer, K. (2007). Pattern emergence and pattern transition in microdevelopmental variation: Evidence of complex dynamics of developmental processes. Journal of Developmental Processes, 2(2), 39–62.
   Google Scholar
• Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99–149. doi:10.1006/drev.1999.0497
   Web of Science ®Google Scholar