DocumentCode
554082
Title
Notice of Retraction
The starting point in a classification task as a cognitive scaffold: The role of the key element
Author
Ruesga Ramos, Pilar ; Campello de Souza, Bruno ; Roazzi, Antonio
Author_Institution
Dept. Didacticas Especificas, Educ. Univ. de Burgos, Burgos, Spain
Volume
2
fYear
2011
fDate
26-28 July 2011
Firstpage
1028
Lastpage
1032
Abstract
Notice of Retraction
After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.
We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.
The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.
The procedure for the discovery of rules in a multiple classification task was analyzed within the context of a concrete activity performed by 3, 4, and 5 year-old children (N=211). The goal was to arrive at a better understanding of the development of logical-mathematical thinking and its implications for learning and education. Results suggest that the ability to produce a verbal response to a question regarding the reason for choosing a particular piece to start the discovery task with seems to be associated to the capacity to correctly complete the task. Furthermore, such ability seems to grow between the ages of three and four, which is a possible explanation for why the success on the task seems to also rise within that same age bracket. It is possible, therefore, to speculate that the verbalization behavior is somehow related to the cognitive mechanisms necessary for the accurate completion of the multiple classification task in its rules discovery modality.
After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.
We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.
The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.
The procedure for the discovery of rules in a multiple classification task was analyzed within the context of a concrete activity performed by 3, 4, and 5 year-old children (N=211). The goal was to arrive at a better understanding of the development of logical-mathematical thinking and its implications for learning and education. Results suggest that the ability to produce a verbal response to a question regarding the reason for choosing a particular piece to start the discovery task with seems to be associated to the capacity to correctly complete the task. Furthermore, such ability seems to grow between the ages of three and four, which is a possible explanation for why the success on the task seems to also rise within that same age bracket. It is possible, therefore, to speculate that the verbalization behavior is somehow related to the cognitive mechanisms necessary for the accurate completion of the multiple classification task in its rules discovery modality.
Keywords
cognition; inference mechanisms; knowledge based systems; pattern classification; cognitive mechanisms; cognitive scaffold; discovery task; logical reasoning; logical-mathematical thinking; multiple classification task; rules discovery; verbal response; verbalization behavior; Cognition; Color; Context; Education; Games; Mathematics; Problem-solving; cognitive development; early childhood; logical reasoning; mathematical thinking;
fLanguage
English
Publisher
ieee
Conference_Titel
Natural Computation (ICNC), 2011 Seventh International Conference on
Conference_Location
Shanghai
ISSN
2157-9555
Print_ISBN
978-1-4244-9950-2
Type
conf
DOI
10.1109/ICNC.2011.6022247
Filename
6022247
Link To Document