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dc.contributor.authorDiakidoy, Irene-Anna N.en
dc.contributor.authorIoannides, Christosen
dc.creatorDiakidoy, Irene-Anna N.en
dc.creatorIoannides, Christosen
dc.date.accessioned2017-07-27T10:21:38Z
dc.date.available2017-07-27T10:21:38Z
dc.date.issued2004
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37234
dc.description.abstractThe authors examined students' understanding of hypotheses as beliefs that can be empirically verified. Thirty second graders and 30 sixth graders considered cases of disagreement about foods and colors that reflected either alternative hypotheses or different preferences, Their task was to decide whether the validity of each expressed belief could be determined and to justify their decision. Younger students considered both hypotheses and preferences as empirically verifiable, whereas older students were better able to recognize in some cases that preferences are legitimately variable. This lack of distinction may reflect limited metaconceptual ability or a deterministic epistemological view, both of which might interfere with the understanding of the hypothesis-testing process.en
dc.sourceJournal of educational psychologyen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-4544360931&doi=10.1037%2f0022-0663.96.3.536&partnerID=40&md5=52439a2793ca65be9b7ea0bfbfc2a1dc
dc.titleElementary school children's ability to distinguish hypothetical beliefs from statements of preferenceen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1037/0022-0663.96.3.536
dc.description.volume96
dc.description.issue3
dc.description.startingpage536
dc.description.endingpage544
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Ψυχολογίας / Department of Psychology
dc.type.uhtypeArticleen
dc.description.notesExport Date: 12 July 2017en
dc.source.abbreviationJ.Educ.Psychol.en
dc.contributor.orcidDiakidoy, Irene-Anna N. [0000-0003-3650-8108]


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