Andrew Tolmie
Datos Biográficos
| ID | 2748425 |
|---|---|
| NOMBRE | Andrew Tolmie |
| NOMBRES | Andrew |
| APELLIDO | Tolmie |
| FIRMA | TOLMIE A |
| AFILIACIONES | University of London |
| ORCID | 0000-0002-6645-0704 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Open-skills sports, especially team ball games, are associated with adolescents’ cognitive abilities
In the past few decades, there has been ongoing debate regarding whether and how physical activity is related to cognitive development. The current study attempted to advance our understanding of this topic by exploring how various facets of physical activity—both quantitative and qualitative—are linked to specific cognitive functions in adolescents. The sample was 3526 adolescents from the United Kingdom Millennium Cohort Study. At age 14, adole…
Children's reasoning about continuous causal processes
Reasoning about continuous processes is within the capacity of children from school entry, even using verbal reports, though they find it easier to address more rapid processes. Mechanism inference is uncommon, with non-verbal ability an important influence on progress. Our research is the first to highlight this key factor in children's progress towards thinking about scientific phenomena
Inhibition and cognitive load in fractions and decimals
BackgroundPrior research with adults and children suggests that inhibitory control may have a role to play in learning counterintuitive fractions and decimals that are inconsistent with whole number knowledge. However, there is little research to date with primary school-aged children at the early stages of fraction and decimal instruction that addresses this relationship. Understanding this association has the potential to inform instructional p…
Spatial cognition and science achievement
BackgroundPrior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions.AimsThis study examined the relationship betw…
Beyond translation
Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed in Western contexts, despite the clear dangers of such an approach. Cultural bias in assessment can be…
Children's science learning
BackgroundResearch has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science.Aims and methodThe present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to …
Neuroscience of Education
Young children's detection and decoding of ironic intonation
Young children's detection and decoding of ironic intonation Two studies examined 3- and 4-year-olds' ability to follow the mental ‘sub-text’ of conversations employing ironic intonation. In Study 1, children were asked what a confederate thought was inside a tin, following an exchange in which she saw (joke conditions) or did not see (lie conditions) the contents (a stone) and heard these referred to in neutral or ironic tone as a cake. Study 2 …
The effects of adult guidance and peer discussion on the development of children's representations
It was hypothesized that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically‐encoded, experientially‐grounded, generalizable knowledge), as defined by Karmiloff‐Smith's (1992) representational redescription (RR) model. Two studies were conducted to examine in detail the impact of this social input in the…
Experimental appraisal of personal beliefs in science
Background. Recent curricula initiatives have promoted experimentation as a means by which relatively young children can appraise their personal beliefs and thereby modify these beliefs towards received scientific ideas. However, key psychological theories signal problems, and the enterprise is not in any event securely grounded in empirical research.Aims. As a consequence, the study reported here aimed to provide comprehensive information about …
Task design as an influence on dialogue and learning
Previous studies suggest that group work would yield conceptual gains in physics if tasks specifically promoted dialogue about the factors which determine observed outcomes. This might be done by constraining task items to present critical tests of the effects of individual factors; and, additionally, by requiring participants to generate or select explicit rules about those effects. In order to test this hypothesis, groups of primary school chil…
Gender and Dialogue in Secondary School Physics
Previous research points up the educational value of opinion exchange between pupils, particularly in science tasks. However, established gender differences in expression of opinion might well have a substantial impact on such activity, and thus on learning. In order to investigate this, male, female and mixed‐sex pairs of 12‐15 year‐olds were videotaped whilst they worked on a computer‐based task that required them to predict the trajectories of…
Task design as an influence on dialogue and learning
Previous studies suggest that group work would yield conceptual gains in physics if tasks specifically promoted dialogue about the factors which determine observed outcomes. This might be done by constraining task items to present critical tests of the effects of individual factors; and, additionally, by requiring participants to generate or select explicit rules about those effects. In order to test this hypothesis, groups of primary school chil…
The effects of adult guidance and peer discussion on the development of children's representations
It was hypothesized that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically‐encoded, experientially‐grounded, generalizable knowledge), as defined by Karmiloff‐Smith's (1992) representational redescription (RR) model. Two studies were conducted to examine in detail the impact of this social input in the…
Gender and Dialogue in Secondary School Physics
Previous research points up the educational value of opinion exchange between pupils, particularly in science tasks. However, established gender differences in expression of opinion might well have a substantial impact on such activity, and thus on learning. In order to investigate this, male, female and mixed‐sex pairs of 12‐15 year‐olds were videotaped whilst they worked on a computer‐based task that required them to predict the trajectories of…
Inhibition and cognitive load in fractions and decimals
BackgroundPrior research with adults and children suggests that inhibitory control may have a role to play in learning counterintuitive fractions and decimals that are inconsistent with whole number knowledge. However, there is little research to date with primary school-aged children at the early stages of fraction and decimal instruction that addresses this relationship. Understanding this association has the potential to inform instructional p…
Spatial cognition and science achievement
BackgroundPrior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions.AimsThis study examined the relationship betw…
Experimental appraisal of personal beliefs in science
Background. Recent curricula initiatives have promoted experimentation as a means by which relatively young children can appraise their personal beliefs and thereby modify these beliefs towards received scientific ideas. However, key psychological theories signal problems, and the enterprise is not in any event securely grounded in empirical research.Aims. As a consequence, the study reported here aimed to provide comprehensive information about …
Task design as an influence on dialogue and learning
Previous studies suggest that group work would yield conceptual gains in physics if tasks specifically promoted dialogue about the factors which determine observed outcomes. This might be done by constraining task items to present critical tests of the effects of individual factors; and, additionally, by requiring participants to generate or select explicit rules about those effects. In order to test this hypothesis, groups of primary school chil…
Gender and Dialogue in Secondary School Physics
Previous research points up the educational value of opinion exchange between pupils, particularly in science tasks. However, established gender differences in expression of opinion might well have a substantial impact on such activity, and thus on learning. In order to investigate this, male, female and mixed‐sex pairs of 12‐15 year‐olds were videotaped whilst they worked on a computer‐based task that required them to predict the trajectories of…
Experimental appraisal of personal beliefs in science
Background. Recent curricula initiatives have promoted experimentation as a means by which relatively young children can appraise their personal beliefs and thereby modify these beliefs towards received scientific ideas. However, key psychological theories signal problems, and the enterprise is not in any event securely grounded in empirical research.Aims. As a consequence, the study reported here aimed to provide comprehensive information about …
The effects of adult guidance and peer discussion on the development of children's representations
It was hypothesized that practical training is effective in improving children's pedestrian skills because adult scaffolding and peer discussion during training specifically promote E3 level representation (linguistically‐encoded, experientially‐grounded, generalizable knowledge), as defined by Karmiloff‐Smith's (1992) representational redescription (RR) model. Two studies were conducted to examine in detail the impact of this social input in the…
Young children's detection and decoding of ironic intonation
Young children's detection and decoding of ironic intonation Two studies examined 3- and 4-year-olds' ability to follow the mental ‘sub-text’ of conversations employing ironic intonation. In Study 1, children were asked what a confederate thought was inside a tin, following an exchange in which she saw (joke conditions) or did not see (lie conditions) the contents (a stone) and heard these referred to in neutral or ironic tone as a cake. Study 2 …
Neuroscience of Education
Children's science learning
BackgroundResearch has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science.Aims and methodThe present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to …
Beyond translation
Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed in Western contexts, despite the clear dangers of such an approach. Cultural bias in assessment can be…
Spatial cognition and science achievement
BackgroundPrior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions.AimsThis study examined the relationship betw…
Children's reasoning about continuous causal processes
Reasoning about continuous processes is within the capacity of children from school entry, even using verbal reports, though they find it easier to address more rapid processes. Mechanism inference is uncommon, with non-verbal ability an important influence on progress. Our research is the first to highlight this key factor in children's progress towards thinking about scientific phenomena
Inhibition and cognitive load in fractions and decimals
BackgroundPrior research with adults and children suggests that inhibitory control may have a role to play in learning counterintuitive fractions and decimals that are inconsistent with whole number knowledge. However, there is little research to date with primary school-aged children at the early stages of fraction and decimal instruction that addresses this relationship. Understanding this association has the potential to inform instructional p…
Open-skills sports, especially team ball games, are associated with adolescents’ cognitive abilities
In the past few decades, there has been ongoing debate regarding whether and how physical activity is related to cognitive development. The current study attempted to advance our understanding of this topic by exploring how various facets of physical activity—both quantitative and qualitative—are linked to specific cognitive functions in adolescents. The sample was 3526 adolescents from the United Kingdom Millennium Cohort Study. At age 14, adole…
Psychology (10 obras) · Developmental psychology (6 obras) · Cognitive psychology (5 obras) · Cognition (4 obras) · Cognitive and developmental aspects of mathematical skills (4 obras) · Computer Science (4 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Social Psychology (4 obras) · Child and Animal Learning Development (3 obras)