The development of practice in 4- and 5-year-old children

Davis, Jacqueline (2012). The development of practice in 4- and 5-year-old children Honours Thesis, School of Psychology, The University of Queensland.

       
Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
DAVISJacqueline4071thesis2012.pdf Thesis full text application/pdf 2.60MB 10
Author Davis, Jacqueline
Thesis Title The development of practice in 4- and 5-year-old children
School, Centre or Institute School of Psychology
Institution The University of Queensland
Publication date 2012-10-10
Thesis type Honours Thesis
Supervisor Thomas Suddendorf
Total pages 128
Language eng
Subjects 1701 Psychology
Abstract/Summary Deliberate practice is required for specialisation and mastery in a skill, and allows us to flexibly plan for future situations when we will need to perform a skill at a particular level. But surprisingly little is currently known about how practice develops. Forty-two children aged between 4 and 5 years completed a series of tasks measuring deliberate practice, source of knowledge understanding, and nonverbal intelligence. The results provided support for the following hypotheses: (1) that 4-year-old children would perform at chance levels on a test of practice understanding (binomial p = .256), while 5-year-old children would perform above chance (binomial p < .001); (2) that 5-year-old children would perform better than 4-year-old children on two tests of practice understanding (χ2 (1, N = 42) = 9.72, p = .002 and χ2 (1, N = 42) = 14.54, p < .001); and (3) that 4-year-old children would perform at chance levels on a test of practice behaviour (binomial p = .140), while 5-year-old children would perform above chance (binomial p = .001). The data did not support hypothesis (4), that 5-year-old children would perform better than 4-year-old children on two tests of practice behaviour (χ2 (1, N = 42) = 1.27, p = .454 and χ2 (1, N = 42) = 0.39, p = .533). The data provided partial support for hypothesis (5), that children’s practice scores would be predicted by their scores on other cognitive abilities, specifically, source memory (b = 0.27, t(34) = 2.32, p = .026) and intelligence. The results have practical implications for parents and teachers trying to implement effective learning strategies for young children, and theoretical implications for research into the development of core cognitive abilities in children. This research represents one of the first attempts to understand how deliberate practice develops.
Keyword Development of practice
4 and 5-year-old children

 
Citation counts: Google Scholar Search Google Scholar
Created: Fri, 22 Feb 2013, 15:45:27 EST by Mrs Ann Lee on behalf of School of Psychology