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Children's development of analogical reasoning: a study in Hong Kong陳祉傑, Chan, Tsz-kit. January 2006 (has links)
published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences
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Children's development of analogical reasoning a study in Hong Kong /Chan, Tsz-kit. January 2006 (has links)
Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 19, 2007) Includes bibliographical references (p. 37-40)
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An investigation of logical reasoning skills and cognitive flexibility in young childrenSilverberg, Susan B. January 1982 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-130).
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Logical reasoningDias, M. G. January 1988 (has links)
No description available.
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The development of written argument at eleven, sixteen and twenty-two years of ageBerrill, Deborah P. January 1990 (has links)
No description available.
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The development of the concept of proportion in young childrenSpinillo, Alina Galvao January 1990 (has links)
No description available.
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The differential effects of situational and motivational cues and moral reasoning on prosocial behavior in kindergarten and fifth grade children /Wilburn, Gina Bevins, January 1991 (has links)
Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 45-54). Also available via the Internet.
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Children’s transitive reasoning: effects of visual-spatial and linguistic task conditionsDrummond, Jane Elizabeth 11 1900 (has links)
This research was designed to explore the nature of reasoning. In
general, three categories of theories about reasoning (the inferential rule
approach, the mental models approach, and the operational constructive
approach) are used to explain reasoning. In this research, a simple transitivity
of length task was selected as the experimental vehicle to explore these
approaches for their veracity. Each approach was assessed for spatial and
linguistic conditions which might influence reasoning about transitive length
relations. The length difference under consideration in the reasoning task, the
order in which the premise statements about the length differences were
presented and the linguistic relational term used to describe the length
difference were selected as the experimental variables. Three measures of
reasoning about transitive length relations were assessed: judgements,
judgements-plus-justifications, and necessity understanding.
A between-within factorial, cross-sectional design was employed. The
order of the premise statements (optimal/control) was manipulated as the
experimental between-subjects factor. The two experimental within-subjects
factors, length difference (large/small) and linguistic relational term
(“longer”/”shorter”), were fully crossed and counterbalanced. Ninety-six
preschool and school-age children, evenly divided by gender and age (5-6
years, 7-8 years, 9-10 years), participated in the study.
The developmental character of transitive reasoning in the age range
studied was confirmed for two of the three measures of reasoning. More
failures of judgement were observed when a large length difference was
matched with the linguistic relational term “longer” and when a small length
difference was matched with the linguistic relational term “shorter” than when
the length differences and relational terms were mismatched. The arrangement
of the premise figure did indirectly influence any measure of transitive
reasoning but a large length difference in combination with the control premise
figure was found to increase the frequency of transitive judgements-plus
justifications.
It is concluded from the analysis of the findings of this research that
transitive reasoning about length is likely to result from constructive processes,
rather then from application of logical rules. However, it is unclear whether the
constructive processes in question are best explained in terms of cognitive
operations or in terms of figurative mental models.
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Development of generalization what changes? /Bulloch, Megan Jane, January 2008 (has links)
Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 72-78).
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Scientific reasoning in young children /Waters, Lorraine J. January 2004 (has links) (PDF)
Thesis (M.Phil.) - University of Queensland, 2006. / Includes bibliography.
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