Young Children's Comprehension of Logical Connectives.

Autor/inn/en	Suppes, Patrick; Feldman, Shirley
Institution	Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Titel	Young Children's Comprehension of Logical Connectives.
Quelle	(1969), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Cognitive Development; Cognitive Processes; Comprehension; Difficulty Level; Intellectual Development; Logic; Logical Thinking; Mathematical Models; Preschool Children; Socioeconomic Status + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Schwierigkeitsgrad; Mental development; Geistige Entwicklung; Logik; Mathematical model; Mathematisches Modell; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status
Abstract	To determine to what extent children of preschool age comprehend the meaning of logical connectives, 64 5- and 6-year-olds were told to hand differently colored and shaped wooden blocks to an experimenter. The commands involved various English idioms used for conjunction (e.g. both black and round), disjunction (either black or round), and negation (not round). Analysis of the results indicated that socioeconomic status was the most telling factor, with disadvantaged children performing poorest. In addition, the older children performed better than the younger ones, but sex differences were not significant. The data further showed that disjunction was by far the most difficult operation for children and that the idiom in which the concept was expressed was a significant factor. A predictive regression model was developed from the data. A second experiment was performed with 112 4- to 6-year-olds. This experiment was modeled after the first except that type of connective, type of idiom, and order of commands were varied. The type of connective had the greatest effect but negation was also an important variable. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC