Scheuer Nora, de la Cruz Montserrat, Pozo Juan Ignacio, Neira Silvina
Centro Regional Universitario Bariloche, Universidad Nacional del Comahue, Quintral, Argentina.
Br J Educ Psychol. 2006 Dec;76(Pt 4):709-25. doi: 10.1348/000709905X67601.
Learning conceptions may be studied as specific implicit theories based on theory of mind. Previous studies suggest that a developmental shift from a direct implicit theory of learning to an interpretative one occurs during childhood. Here we explore the development of children's autobiographies of learning to write by adopting this framework.
We aim to study children's autobiographical accounts of learning to write and whether these accounts change according to the mentioned developmental shift and sociocultural environment.
Sixty children attending public schools in Argentina that were equally distributed according to school level (kindergarten, first grade, fourth grade) and sociocultural environment (middle and marginal).
Children were interviewed individually at school and requested to write 'as you used to when you were just beginning to write'. This question was repeated for one-year-intervals until child's current age was reached; anticipation of writing next year was also requested. Children's responses were coded into descriptive categories. A multiple correspondence factorial analysis studied the relations among response categories, school grade and sociocultural environment. On the basis of these results, categories were ordered into a Guttman scale.
A developmental shift from a focus on isolated products to the integration of procedural and representational changes was evident. School grade and sociocultural environment were statistically significant.
Children's writing autobiographies show developmental differences that suit the shift from a direct to an interpretative theory of learning on the basis of hierarchical integration rather than conceptual replacement.
