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Die Erforschung menschlicher Intelligenz

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Theorien in der Entwicklungspsychologie

Zusammenfassung

Stellen wir uns jeweils 20 neun- bis zehnjährige Kinder in drei Klassen A, B, C der vierten Jahrgangsstufe einer Grundschule vor, die von drei unterschiedlichen Mathematiklehrpersonen unterrichtet werden. Die Schüler/innen beherrschen bereits die numerischen Grundoperationen Addition und Subtraktion im kleinen Zahlenbereich, sollen nun aber erstmalig mathematische Textaufgaben folgender Art lösen: (a) Maria hat 8 Murmeln. Sie hat 3 Murmeln mehr als Hans. Michael hat 5 Murmeln. Er hat 2 Murmeln weniger als Elisabeth. Wie viele Murmeln haben Hans und Elisabeth zusammen? (b) Susanne zieht jeden Tag eine Hose mit einem T-Shirt an. Sie möchte gern jeden Tag anders angezogen sein. Sie hat 3 Hosen und 5 T-Shirts. An wie vielen Tagen kann sie anders angezogen sein? Zur Lösung derartiger Aufgaben müssen neben Kenntnissen über die mathematischen Grundoperationen zweifellos Fähigkeiten zum schlussfolgernden Denken, genauer genommen zum deduktiven Denken zur Anwendung kommen. Dabei müssen aus vorgegebenen Informationen neue Informationen erschlossen werden.

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  1. ETH Zürich, Zürich, Schweiz

    Prof. Dr. Elsbeth Stern & Prof. Dr. Roland H. Grabner

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  1. Prof. Dr. Elsbeth Stern
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  1. Inst. Entwicklungspsychologie und Psychologische Diagnostik, Universität Wien, Wien, Austria

    Lieselotte Ahnert

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Stern, E., Grabner, R. (2014). Die Erforschung menschlicher Intelligenz. In: Ahnert, L. (eds) Theorien in der Entwicklungspsychologie. Springer VS, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-34805-1_7

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