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1. Should You Show Me the Money? Concrete Objects Both Hurt and Help Performance on Mathematics Problems (EJ826505)
Author(s):
McNeil, Nicole M.; Uttal, David H.; Jarvin, Linda; Sternberg, Robert J.
Source:
Learning and Instruction, v19 n2 p171-184 Apr 2009
Pub Date:
2009-04-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Word Problems (Mathematics); Elementary School Students; Cues; Experiments; Manipulative Materials; Object Manipulation; Mathematics Achievement; Mathematics Instruction; Instructional Effectiveness
Abstract: How do concrete objects that cue real-world knowledge affect students' performance on mathematics word problems? In Experiment 1, fourth- and sixth-grade students (N = 229) solved word problems involving money. Students in the experimental condition were given bills and coins to help them solve the problems, and students in the control condition were not. Students in the experimental condition solved fewer problems correctly. Experiment 2 tested whether this effect was due to the perceptually rich nature of the materials. Fifth-grade students (N = 79) were given: perceptually rich bills and coins, bland bills and coins, or no bills and coins. Students in the perceptually rich condition made the most errors; however, their errors were least likely to be conceptual errors. Results suggest that the use of perceptually rich concrete objects conveys both advantages and disadvantages in children's performance in school mathematics. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. When Theories Don't Add Up: Disentangling the Manipulatives Debate (EJ780955)
McNeil, Nicole M.; Jarvin, Linda
Theory Into Practice, v46 n4 p309-316 Oct 2007
2007-10-00
Journal Articles; Reports - Descriptive
Descriptors: Educational Research; Educational Researchers; Manipulative Materials; Class Activities; Theory Practice Relationship; Intermode Differences; Scientific Methodology; Mathematics Instruction; Grade 1; Grade 2; Grade 4
Abstract: The use of manipulatives in the classroom has been advocated for decades. However, the theoretical and empirical support for this practice is mixed. Some researchers suggest that manipulatives facilitate learning by (a) providing an additional channel for conveying information, (b) activating real-world knowledge, and/or (c) improving memory through physical action. However, there are at least two reasons to question the efficacy of manipulative use. First, manipulatives might lead students to focus on having fun at the expense of deep learning. Second, manipulatives might make learning more difficult because they require dual representation. Although these two criticisms are disparate in terms of their underlying rationale, both converge on the idea that teachers should reduce their use of manipulatives that are highly familiar and/or perceptually interesting. More generally, the manipulatives debate highlights the need for teachers and researchers to work together to evaluate the costs and benefits of various classroom practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Teaching for Wisdom: What Matters Is Not Just What Students Know, but How They Use It (EJ816215)
Sternberg, Robert J.; Reznitskaya, Alina; Jarvin, Linda
London Review of Education, v5 n2 p143-158 Jul 2007
2007-07-00
Descriptors: Cognitive Ability; Cognitive Processes; Emotional Intelligence; Self Motivation; Ethics; Social Cognition; Lifelong Learning; Heuristics; Metacognition; Self Concept; Outcomes of Education; Role of Education; Multiple Intelligences; Adjustment (to Environment); Prosocial Behavior; Altruism; Sharing Behavior; Life Satisfaction
Abstract: This article describes a balance theory of wisdom and applies the theory to the context of schooling. First the article discusses why cognitive skills as assessed by conventional tests are an important, but not a sufficient, basis for education. Second the article discusses the concept of wisdom and why it is important for schooling. Third the article presents a balance theory of wisdom, according to which wisdom is defined as the application of intelligence, creativity, and knowledge toward the achievement of a common good through a balance in the (a) short- and (b) long-terms; among (a) intrapersonal, (b) interpersonal, and (c) extrapersonal interests; in order to achieve a balance among (a) adaptation to existing environments, (b) shaping of existing environments, and (c) selection of new environments. Fourth the article discusses how wisdom might be nurtured in schools. It is concluded that it might be worthwhile for schools to emphasize the development of wisdom. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Exploring the Implications of Putting the Expert Performance Framework into Practice (EJ768514)
Subotnik, Rena F.; Jarvin, Linda; Rayhack, Kristin
High Ability Studies, v18 n1 p85-87 Jun 2007
2007-06-00
Journal Articles; Opinion Papers
Descriptors: Audiences; Audience Awareness; Theory Practice Relationship; Reader Response; Academic Ability; Academically Gifted; Individual Development; Ability Identification
Abstract: In this article, the authors comment on two key issues that emanate from Anders Ericcson and his colleagues' manuscript: (1) the audiences that the authors address; and (2) the implications of their work for policy. The authors argue that in the imperfect world of limited resources, domain-specific abilities in combination with psychosocial characteristics and excellent teaching contribute to outstanding performance and the generation of great ideas. Domain-specific abilities, whether innate or developed through exposure, attract teachers seeking out proteges. In order to be great, however, an individual must go beyond his or her teachers. They contend that an individual's psychosocial and expressive dimensions are the variables that make the largest impact on a field or audience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Using the Theory of Successful Intelligence as a Basis for Augmenting AP Exams in Psychology and Statistics (EJ737572)
Stemler, Steven E.; Grigorenko, Elena L.; Jarvin, Linda; Sternberg, Robert J.
Contemporary Educational Psychology, v31 n3 p344-376 Jul 2006
2006-07-00
Journal Articles; Reports - General; Reports - Research
Descriptors: Psychology; Statistics; Theories; Cognitive Processes; Thinking Skills; Ethnic Groups; Academic Achievement; Intelligence Differences; High School Students; Achievement Tests; Advanced Placement Programs
Abstract: Sternberg's theory of successful intelligence was used to create augmented exams in Advanced Placement Psychology and Statistics. Participants included 1895 high school students from 19 states and 56 schools throughout the U.S. The psychometric results support the validity of creating examinations that assess memory, analytical, creative, and practical skills in the context of content-specific knowledge. In addition, Q-factor analyses revealed a set of empirically distinguishable profiles of achievement, supporting the assertion that individuals exhibit different patterns of strengths and weaknesses in cognitive processing skills. Finally, an examination of ethnic group differences in achievement shows that measuring a broad range of cognitive skills tends to reduce ethnic differences in achievement. Future studies aimed at replicating these findings are warranted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Practical Intelligence and Tacit Knowledge: Advancements in the Measurement of Developing Expertise (EJ742917)
Cianciolo, Anna T.; Grigorenko, Elena L.; Jarvin, Linda; Gil, Guillermo; Drebot, Michael E.; Sternberg, Robert J.
Learning & Individual Differences, v16 n3 p235-253 2006
2006-00-00
Descriptors: Intelligence; Measures (Individuals); Factor Analysis; Factor Structure; Models; Goodness of Fit; Construct Validity
Abstract: Practical intelligence as measured by tacit-knowledge inventories generally has shown a weak relation to other intelligence constructs. However, the use of assessments capturing specialized, job-related knowledge may obscure the generality of practical intelligence and its relation to general intelligence. This article presents three studies in which three new everyday tacit-knowledge inventories are examined. Confirmatory factor analysis was used to evaluate the factor structure of each inventory and their measurement equivalence across samples. In addition, a single-factor model was tested for its fit to the covariance among the three new tacit-knowledge inventories and the Practical subscale from the Sternberg Triarchic Abilities Test. The relation between a higher-order practical intelligence factor emerging from this analysis and fluid and crystallized intelligence also was investigated. The results indicate that the new tacit-knowledge inventories are reliable and valid assessments of practical intelligence across diverse samples. The results also support the conclusion that practical intelligence and general intelligence are not the same construct, though some overlap was found. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Policy Brief on Data Analyses and Their Implications for School Policy. (ED483039)
Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Jarvin, Linda; Macomber, Donna
N/A
2003-01-00
Reports - Research
Descriptors: Administration; School Law; School Policy; School Role
Abstract: This report discusses the idea that all children should receive the support that they require in order to meet their educational goals, and how the schools are supposed to provide this support. It discusses how United States schools are not all equally successful at accomplishing their goals. (AMT)
ERIC Full Text (368K)
8. Improving Reading Instruction: The Triarchic Model. (EJ626275)
Sternberg, Robert J.; Grigorenko, Elena L.; Jarvin, Linda
Educational Leadership, v58 n6 p48-52 Mar 2001
2001-00-00
Descriptors: Cognitive Style; Elementary Education; Instructional Improvement; Models; Reading Instruction; Teaching Methods
Abstract: The triarchic theory of human cognition posits three types of cognitive skills: analytical, creative, and practical. Triarchic teaching means teaching to students' strengths and weaknesses. This article shows how the model can be successfully applied to improve schools' existing reading programs. (Contains 13 references.) (MLH)
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