Literaturnachweis - Detailanzeige
| Autor/inn/en | Jablansky, Sophie; Alexander, Patricia A.; Dumas, Denis; Compton, Vicki |
|---|---|
| Titel | Developmental Differences in Relational Reasoning among Primary and Secondary School Students |
| Quelle | In: Journal of Educational Psychology, 108 (2016) 4, S.592-608 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000070 |
| Schlagwörter | Developmental Stages; Age Differences; Middle School Students; High School Students; Elementary School Students; Logical Thinking; Thinking Skills; Interpersonal Communication; Foreign Countries; Familiarity; Novelty (Stimulus Dimension); Coding; New Zealand |
| Abstract | Relational reasoning, the ability to discern meaningful patterns within a stream of information, is considered a critical capacity for students. However, little is known about how this ability is demonstrated by children of different ages in the context of discourse with a more knowledgeable other. Thus, this study sought to investigate the ways in which 4 forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antitheses) manifested in semistructured conversations between a researcher and child about the form and function of more or less familiar objects. Participants were a nationally representative cross-sectional sample of 61 New Zealand primary and secondary students, divided into 3 grade groups: early (Kindergarten through second), middle (fourth through eighth), and late (tenth through eleventh). Results indicated that children as young as 5 years old were capable of using all 4 forms of relational reasoning in discourse. Furthermore, analysis revealed a curvilinear trajectory in the observed versus expected frequencies of relational reasoning among the groups. Finally, in terms of the individual forms of relational reasoning, analogies and anomalies occupied a smaller proportion of relational talk when children were older, whereas antinomies and antitheses occupied a greater proportion. Implications for research and practice are forwarded. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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