TY  - JOUR
A1  - Elsner, Birgit
A1  - Schellhas, Bernd
T1  - The acquisition of flexible tool use in preschoolers the impact of prior experience
JF  - Zeitschrift für Psychologie = Journal of psychology
N2  - To investigate how preschoolers acquire a tool use strategy and how they adapt their tool use to a changed situation, 2- to 4-year-olds were asked to retrieve chips from a transparent box with a rod, either by stabbing and lifting through a top opening or by pushing through a front and a back opening. In both conditions, about 40% of the children acquired effective tool use by individual learning, and 90% of the other children learned this by observing only one demonstration. When confronted with a changed situation (i.e., previous opening covered, alternative opening uncovered), children perseverated with the recently learned, but now ineffective tool use strategy. Neither age nor acquisition type of the first strategy affected preschoolers' perseverations. Results indicate that prior tool use experiences have differential effects in situations that require either transferring known functions to novel objects or using a familiar tool for an alternative purpose.
KW  - tool use
KW  - preschoolers (2-4 years)
KW  - learning
KW  - transfer
KW  - action planning
Y1  - 2012
U6  - https://doi.org/10.1027/2151-2604/a000090
SN  - 2190-8370
VL  - 220
IS  - 1
SP  - 44
EP  - 49
PB  - Hogrefe
CY  - Göttingen
ER  - 
TY  - JOUR
A1  - Schellhas, Bernd
A1  - Grundmann, Matthias
A1  - Edelstein, Wolfgang
T1  - Control beliefs and school achievement in the context of family socialization results of a longitudinal study
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2  - In a longitudinal sample of Icelandic children (7.9-12-15 years; n=109) the developmental relations between of control beliefs (locus of control) and school achievement were examined on the background of child rearing practices, socialization conditions, and social class from childhood to adolescence. Results show that supportive and restrictive socialization conditions in social classes affect school achievement as well as the development of control beliefs. Supportive child rearing practices in upper class families encourage the development of internal control beliefs in adolescence, and are coincident with higher school achievement. On the other hand, restrictive child rearing practices appear independent of social class and generally hinder the development of internal control beliefs and positive school achievement. Results of a path model suggest a lagged relationship between school achievement and control beliefs. School achievement in childhood (ages 7 and 9) predicts internal control beliefs in adolescence.
KW  - Control beliefs
KW  - childrearing practices
KW  - socialization conditions
KW  - internal/external locus of control development
KW  - school achievement
Y1  - 2012
SN  - 0342-183X
VL  - 59
IS  - 2
SP  - 93
EP  - 108
PB  - Reinhardt
CY  - München
ER  -