Learning from their mistakes: glimpses of symbolic functioning in two-and-a-half to three-year-old children.

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How were the tests performed?

The researchers employed commonly used "search and retrieval" tests such as those used by Deloache (1987, 1989) and Zelazo & Resnick (1991):

Test 1: Teddy Bear Token Test - two identical teddy bears, wearing aprons with 5 coloured pockets, differing only in that one was three times the size of the other.
Test 2: The Four Door Test - two identical boards bearing four doors with TV characters behind them. Again the only difference between them was that one board was three times the size of the other.

The tests were carried out twice each following a six-phase sequence:

Orientation: The similarities of the two bears and two boards are pointed out and explained to the child, so that it is clear the only difference is in the size of the bears and boards
Hiding: Tester hides token in a pocket on the small bear in test one, and shows a character behind a door on the small board in test two.
Problem solving: The child is asked to find the hidden object on the large bear or board, with the reminder, "Remember, the big bear is just like the small bear." And that the token or character would be in the same place on the larger bear or board as on the small.
Recall: The child is asked to retrieve the original hidden token or character on the small bear/board in order to validate the test.
Repetition: The test is repeated, with the object hidden in a different pocket/behind a different door.
Scoring: The two extremes of outcomes are:
a. Non-symbolic problem-solving behaviour category: the failure to immediately find the object, indicated by searching the wrong pocket(s) or opening the incorrect door(s), or failing to recall the original hidden token/character on any of the four tests
b. Symbolic problem-solving behaviour category: Success on all trials, through immediate retrieval of second and first hidden objects.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How do children's problem-solving skills develop between the ages of 2½ and 3? What do we know about young children's thinking? What did the research show? How were the tests performed? How can teachers and other adults help improve children's thinking? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Learning from their mistakes: glimpses of symbolic functioning in two-and-a-half to three-year-old children. This digest found in Early years Thinking skills Send to a friend Word doc 50KB Printer friendly Collate for later How were the tests performed? The researchers employed commonly used "search and retrieval" tests such as those used by Deloache (1987, 1989) and Zelazo & Resnick (1991): Test 1: Teddy Bear Token Test - two identical teddy bears, wearing aprons with 5 coloured pockets, differing only in that one was three times the size of the other. Test 2: The Four Door Test - two identical boards bearing four doors with TV characters behind them. Again the only difference between them was that one board was three times the size of the other. The tests were carried out twice each following a six-phase sequence: Orientation: The similarities of the two bears and two boards are pointed out and explained to the child, so that it is clear the only difference is in the size of the bears and boards Hiding: Tester hides token in a pocket on the small bear in test one, and shows a character behind a door on the small board in test two. Problem solving: The child is asked to find the hidden object on the large bear or board, with the reminder, "Remember, the big bear is just like the small bear." And that the token or character would be in the same place on the larger bear or board as on the small. Recall: The child is asked to retrieve the original hidden token or character on the small bear/board in order to validate the test. Repetition: The test is repeated, with the object hidden in a different pocket/behind a different door. Scoring: The two extremes of outcomes are: a. Non-symbolic problem-solving behaviour category: the failure to immediately find the object, indicated by searching the wrong pocket(s) or opening the incorrect door(s), or failing to recall the original hidden token/character on any of the four tests b. Symbolic problem-solving behaviour category: Success on all trials, through immediate retrieval of second and first hidden objects.