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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. / Arts, Faculty of / Psychology, Department of / Graduate
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Processes and strategies used by normal and disabled readers in analogical reasoningPotter, Margaret January 1991 (has links)
The purpose of this study was: 1) to identify reading disability subtypes among a sample of reading-disabled students using two classification methods, 2) to discover the processes and strategies used in analogical reasoning by individual reading disabled and nonreading-disabled students through the method of componential analysis, and 3) to explore the relationship between the processes and strategies used by disabled readers in analogical reasoning and their membership in a reading disability subtype.
In Phase 1 of the study, groups of normal and disabled readers were established using Grade 5 students attending elementary schools in a large urban area of Northwestern Ontario. The disabled sample of 77 students comprised 41 males and 36 females and the normal reader sample of 20 students comprised 7 males and 13 females.
In Phase 2, the disabled and normal readers were individually administered the Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982), the Peabody Picture Vocabulary Test - Revised (Dunn & Dunn, 1981), and subtests taken from the Durrell Analysis of Reading Difficulty (Durrell & Catterson, 1980) . The Schematic Picture Analogies Test (Sternberg & Rifkin, 1979) was administered to students in small groups.
The first method of subtyping, the Boder test, failed to
identify subtypes among the reading-disabled sample because the students were not as severely disabled as the clinic-referred sample for which the test was designed. The second method, which employed a hierarchical agglomerative technique of cluster analysis using students' scores obtained on 23 reading and related variables, differentiated the normal readers from the disabled readers. Three clusters emerged when the reading-disabled data were analyzed alone that were characterized by strengths and weaknesses in their reading skills.
Componential analysis of students' analogical reasoning data used mean solution latency as the criterion or dependent variables. Independent or predictor variables were associated with the systematically varied level of difficulty of each of 24 analogy booklets. Seven models theorized by Sternberg (1977) were fitted to each individual's booklet scores through multiple regression analysis and the preferred model chosen according to five predetermined
criteria (Sternberg & Rifkin, 1979).
Disabled readers were grouped according to the processes and strategies they used in solving analogies. The normal reader group solved analogies as predicted but there was no relationship between membership in a reading disability cluster and membership in an analogy subgroup. None of the analogy subgroups could be characterized by their reading performance although the subgroup that used the most efficient model tended to have higher ability than the other subgroups. Correlations between solution latency and
reading and related variables for the normal readers showed that the more proficient analogical reasoners were faster, more accurate readers and better comprehenders. Few significant correlations were detected between solution latency and reading variables for the disabled readers.
The lack of relationship between the two systems is perhaps the most surprising and paradoxical finding of the study. It is suggested that this occurred because reading-disabled children, irrespective of the cluster to which they belong, may solve analogies in a unique way, or because the bottom-up, content-driven nature of the reading task is so fundamentally different from the top-down, content-free nature of the analogical reasoning task. Other explanations suggest that the use of measures at a macro level to form reading-disabled clusters masks any relationship with the analogical reasoning subgroups formed by measures at a micro level, or that component processing is so specific to the individual that differences are buried within the subtypes implying the existence of subtypes within subtypes. Some of the implications for education are discussed. / Education, Faculty of / Graduate
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Logic for children within a play paradigm /Howe, Karin January 2006 (has links)
Thesis (All-College Honors) - - State University of New York College at Cortland, 2006 - - Department of Philosophy.
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Application of children's reasoning skills: how children know a cat has life盧立仁, Lo, Lap-yan. January 2002 (has links)
published_or_final_version / Psychology / Master / Master of Philosophy
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Facial emotion recognition & theory-of-mind reasoning abilities among high-functioning school-aged children with autistic spectrumdisorders林琳, Lam, Ling, Lorinda. January 2008 (has links)
published_or_final_version / Clinical Psychology / Doctoral / Doctor of Psychology
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A study on the development of formal reasoning in adolescentsYip, Din-yan, January 1988 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 161-167) Also available in print.
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Assessing students' epistemological reasoning in science and history in an elementary school classroom /Yeary, Sherry A. January 2006 (has links)
Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 207-210).
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Children's understanding of the normativity of beliefKoenig, Melissa Ann 10 May 2011 (has links)
Not available / text
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The role of training and personal variables in formal reasoning.Cloutier, Richard, 1946- January 1973 (has links)
No description available.
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A comparison of moral reasoning in normal and emotionally maladjusted pre-adolescent boys /Appignanesi, Augusto January 1976 (has links)
No description available.
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