Document Type Master's Dissertation Author Mac Donald, Clare Jessie email@example.com URN etd-09072010-172724 Document Title Structural cognitive modifiability : the influence of curiosity on learning potential in dynamic assessment Degree Master of Arts Department Psychology Supervisor
Advisor Name Title Prof D J F Maree Supervisor Keywords
- dynamic assessment
- cognitive modifiability
- learning potential
Date 2010-04-22 Availability unrestricted Abstract
Educational environments are unable to meet the needs of each individual child. It is believed that individual characteristics of children both limit and promote their learning experiences. Those characteristics that promote learning are essential tools that aid parents and teachers in their efforts to educate children. These characteristics need to be identified and nurtured during the learning process. It has long been suggested that curiosity is one such variable. This study wishes to determine the association between curiosity and learning potential within the dynamic assessment paradigm. A small quasi-experiment was conducted on 39 seven and eight year old children with the use of two assessment measures. The Cognitive Modifiability Battery, built on dynamic assessment theory, measures learning potential. An adapted version of the Multidimensional Curiosity Inventory, still in development, measures various types of curiosity. It was hypothesized that children with high levels of curiosity would measure high in learning potential and those with low levels of curiosity would measure low in learning potential. However, after dividing participants into four groups according to level of curiosity, a quadratic relationship was found between curiosity and learning potential.
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Please cite as follows:
Mac Donald, CJ 2009, Structural cognitive modifiability : the influence of curiosity on learning potential in dynamic assessment, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-09072010-172724/ >
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