Commentary by Dr. Robert B. Ricco. Studies of young children’s causal learning in museums and other informal settings provide an important counterpoint to more laboratory-based, rational constructivist inquiries. In their monograph…
Overview: Exploration, Explanation, and Parent-Child Interactions in Museums | Video
David Sobel, Ph.D. (Professor, Brown University) describes how children learn from play with their families, and how museums might scaffold such playful interactions.
Methodological Lesson: Developing Successful Collaborations in Museum-Research Partnerships | Video
How can researchers and museum staff join together for successful collaborations? Maureen Callanan and Jenni Martin discuss the benefits of partnerships, the ways they’ve encountered and persevered through obstacles, and…
Main Findings of Exploration, Explanation, and Parent-Child Interaction in Museums | PowerPoint – 85.1
This PowerPoint provides an overview of the research featured in the March 2020 Monograph titled, “Exploration, Explanation, and Parent-Child Interaction in Museums”.
The Development of Size Sequencing Skills: An Empirical and Computational Analysis
By Maggie McGonigle-Chalmers, M.A., Ph.D., and Iain Kusel, M.A., M.Sc., Ph.D.
Challenges of Modeling Continuity and Change in Children’s Seriation and Ordinal Understanding | Commentary 84.4
Commentary by Dr. David W. Braithwaite. The monograph by McGonigle-Chalmers and Kusel (2019) describes a series of experiments providing evidence for discontinuity between ages 5 and 7 in children’s performance on seriation and ordinal understanding…
Structuralism, Constructivism, and Information Processing: Ontological Compatibilities and Incompatibilities | Commentary 84.4
Commentary by Dr. David C. Witherington. At the conceptual heart of their monograph, McGonigle-Chalmers and Kusel (2019) confront the question of compatibility between Piagetian structuralism and constructivism. On the one hand…
Size Sequencing: Increasingly Important for Theory, Research, and Practice | Commentary 84.4
Commentary by Dr. Douglas H. Clements. Despite a long-standing interest in young children’s development of basic cognitive competencies and their learning of mathematics, my initial reactions to the title of The Development of Size Sequencing…
Challenges in Understanding the Emergence of Size Sequencing Skills: Models, Structures, and Educational Tools | Author Response 84.4
Authors’ Response to Commentaries on the 84.4 issue of Monographs. We thank the authors who wrote commentaries on our SRCD Monograph. These commentaries reveal colleagues’ deep reflection on the monograph by…
Overview: Seriation – A Developmental Issue | Video
In this overview video, Dr. Maggie McGonigle-Chalmers (University of Edinburgh) explains the behaviors of 5-year-olds as they struggle with (and eventually solve) the size-seriation task originally…