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F.michael Rabinowitz - One of the best experts on this subject based on the ideXlab platform.
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Age, memory load, and individual differences in working memory as determinants of Class-Inclusion reasoning.
Journal of experimental child psychology, 2002Co-Authors: F.michael Rabinowitz, Mark L. Howe, Kelly SaundersAbstract:We studied the effects of individual differences in speak-span scores and variations in memory demands on the Class-Inclusion performance of 10-, 13-, and 15-year-old children. The speak-span task was an age-appropriate modification of Daneman and Carpenter's (1980) reading-span task and was considered to be a measure of global resources. The age variable was assumed to be a global index of skill development, and some of the specific skills hypothesized to be important in Class-Inclusion reasoning were estimated using a mathematical model. The results from both regression analyses and the mathematical model indicated that differences in age, speak span, and memory load all affected performance. Surprisingly, the effects of speak span and memory load were independent. However, the effects of each of these variables depended on the age level of the participants. Based on these findings, we argued that (a) resources vary continuously with age, (b) both skill level and global resources should be varied in developmental studies of problem solving, and (c) resource theories (e.g., Norman & Shallice, 1986) should be modified to account for developmental change.
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Individual differences in working memory and reasoning-remembering relationships in solving Class-Inclusion problems
Memory & cognition, 1998Co-Authors: Mark L. Howe, F.michael Rabinowitz, T. Lynette PowellAbstract:In the present experiment, we evaluated the effects of individual differences in reading span and variation in memory demands on Class-Inclusion performance. One hundred twenty college students whose reading spans ranged from low to medium to high (as indexed by a computerized version of the Daneman and Carpenter [1980] reading-span task) solved 48 Class-Inclusion problems. Half of the subjects had the solution information available when the problems were presented; the other half performed a detection task between solution information and problem presentation. The results from both standard statistical analyses and from a mathematical model indicated that differences in reading span and memory load had predictable, similar effects. Specifically, the sophistication of reasoning strategies declined when memory demands increased or when reading spans decreased. Surprisingly, these effects were primarily additive. The results were interpreted in terms of global resource models and findings from the developmental literature.
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Reasoning from memory: a lifespan inquiry into the necessity of remembering when reasoning about Class Inclusion.
Journal of experimental child psychology, 1996Co-Authors: Mark L. Howe, F.michael RabinowitzAbstract:In the current experiment, we evaluated the relationship between reasoning and remembering across the lifespan (10-, 13-, 15-, 23-, and 67-year-olds) using color and number Class-Inclusion tasks. Subjects made judgments when memory load or information load was either high or low. Reading latency, choice latency, and choice accuracy data were collected and analyzed using formal models that partitioned memory and reasoning as well as type of reasoning strategy. The results showed that: (1) study skills, as indexed by reading latency, were sophisticated across the lifespan; (2) the difference between color and number choice latencies increased with age; (3) reasonably consistent effects were obtained as a function of increasing memory load, with the quality of both reasoning and remembering being adversely affected; (4) different effects were obtained at each age as a function of increasing information load; and (5) the major developmental trend across the lifespan was a tradeoff between Class-Inclusion and subClass-subClass forms of reasoning. A number of extant theoretical approaches were discussed, none of which were able to account for variations in Class-Inclusion performance across the lifespan. What was clear, however, was that memory-reasoning dependencies must be incorporated into any comprehensive theory of cognitive development across the lifespan.
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Gist another panacea ? Or just the illusion of Inclusion
Developmental Review, 1991Co-Authors: Mark L. Howe, F.michael RabinowitzAbstract:Abstract In this article, we call for a formal approach to modeling the development of reasoning. We discuss the need to operationalize the nature of encoding and processing. These problems are reviewed in the context of fuzzy-trace theory with particular emphasis on Class-Inclusion reasoning experiments. We argue that salience manipulations (perceptual or linguistic) give the illusion of Inclusion by promoting subClass-subClass comparisons. We present an alternate, mathematical model of Class-Inclusion reasoning in which memory and reasoning parameters are estimated and integrated in a skills analysis of performance. We conclude that without similar formal modeling efforts, the nature of children's reasoning will remain elusive.
Mark L. Howe - One of the best experts on this subject based on the ideXlab platform.
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Age, memory load, and individual differences in working memory as determinants of Class-Inclusion reasoning.
Journal of experimental child psychology, 2002Co-Authors: F.michael Rabinowitz, Mark L. Howe, Kelly SaundersAbstract:We studied the effects of individual differences in speak-span scores and variations in memory demands on the Class-Inclusion performance of 10-, 13-, and 15-year-old children. The speak-span task was an age-appropriate modification of Daneman and Carpenter's (1980) reading-span task and was considered to be a measure of global resources. The age variable was assumed to be a global index of skill development, and some of the specific skills hypothesized to be important in Class-Inclusion reasoning were estimated using a mathematical model. The results from both regression analyses and the mathematical model indicated that differences in age, speak span, and memory load all affected performance. Surprisingly, the effects of speak span and memory load were independent. However, the effects of each of these variables depended on the age level of the participants. Based on these findings, we argued that (a) resources vary continuously with age, (b) both skill level and global resources should be varied in developmental studies of problem solving, and (c) resource theories (e.g., Norman & Shallice, 1986) should be modified to account for developmental change.
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Individual differences in working memory and reasoning-remembering relationships in solving Class-Inclusion problems
Memory & cognition, 1998Co-Authors: Mark L. Howe, F.michael Rabinowitz, T. Lynette PowellAbstract:In the present experiment, we evaluated the effects of individual differences in reading span and variation in memory demands on Class-Inclusion performance. One hundred twenty college students whose reading spans ranged from low to medium to high (as indexed by a computerized version of the Daneman and Carpenter [1980] reading-span task) solved 48 Class-Inclusion problems. Half of the subjects had the solution information available when the problems were presented; the other half performed a detection task between solution information and problem presentation. The results from both standard statistical analyses and from a mathematical model indicated that differences in reading span and memory load had predictable, similar effects. Specifically, the sophistication of reasoning strategies declined when memory demands increased or when reading spans decreased. Surprisingly, these effects were primarily additive. The results were interpreted in terms of global resource models and findings from the developmental literature.
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Reasoning from memory: a lifespan inquiry into the necessity of remembering when reasoning about Class Inclusion.
Journal of experimental child psychology, 1996Co-Authors: Mark L. Howe, F.michael RabinowitzAbstract:In the current experiment, we evaluated the relationship between reasoning and remembering across the lifespan (10-, 13-, 15-, 23-, and 67-year-olds) using color and number Class-Inclusion tasks. Subjects made judgments when memory load or information load was either high or low. Reading latency, choice latency, and choice accuracy data were collected and analyzed using formal models that partitioned memory and reasoning as well as type of reasoning strategy. The results showed that: (1) study skills, as indexed by reading latency, were sophisticated across the lifespan; (2) the difference between color and number choice latencies increased with age; (3) reasonably consistent effects were obtained as a function of increasing memory load, with the quality of both reasoning and remembering being adversely affected; (4) different effects were obtained at each age as a function of increasing information load; and (5) the major developmental trend across the lifespan was a tradeoff between Class-Inclusion and subClass-subClass forms of reasoning. A number of extant theoretical approaches were discussed, none of which were able to account for variations in Class-Inclusion performance across the lifespan. What was clear, however, was that memory-reasoning dependencies must be incorporated into any comprehensive theory of cognitive development across the lifespan.
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Gist another panacea ? Or just the illusion of Inclusion
Developmental Review, 1991Co-Authors: Mark L. Howe, F.michael RabinowitzAbstract:Abstract In this article, we call for a formal approach to modeling the development of reasoning. We discuss the need to operationalize the nature of encoding and processing. These problems are reviewed in the context of fuzzy-trace theory with particular emphasis on Class-Inclusion reasoning experiments. We argue that salience manipulations (perceptual or linguistic) give the illusion of Inclusion by promoting subClass-subClass comparisons. We present an alternate, mathematical model of Class-Inclusion reasoning in which memory and reasoning parameters are estimated and integrated in a skills analysis of performance. We conclude that without similar formal modeling efforts, the nature of children's reasoning will remain elusive.
Olivier Houdé - One of the best experts on this subject based on the ideXlab platform.
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Inhibitory control efficiency in a Piaget-like Class-Inclusion task in school-age children and adults: a developmental negative priming study.
Developmental psychology, 2012Co-Authors: Grégoire Borst, Nicolas Poirel, Arlette Pineau, Mathieu Cassotti, Olivier HoudéAbstract:Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that there are more flowers than daisies. Instead of the appropriate comparison of the relative numerosities of the superordinate Class (flowers) to its subordinate Class (daisies), they perform a direct perceptual comparison of the extensions of the 2 subordinate Classes (daisies vs. roses). In our experiment, we investigated whether increasing efficiency in solving the Piagetian Class-Inclusion task is related to increasing efficiency in the ability to resist (inhibit) this direct comparison of the subordinate Classes' extensions. Ten-year-old and young adult participants performed a computerized priming version of a Piaget-like Class-Inclusion task. The experimental design was such that the misleading perceptual strategy to inhibit on the prime (in which a superordinate Class had to be compared with a subordinate Class) became a congruent strategy to activate on the probe (in which the two subordinate Classes' extensions were directly compared). We found a negative priming effect of 291 ms in children and 129 ms in adults. These results provide evidence for the first time (a) that adults still need to inhibit the comparison of the subordinate Classes' extensions in Class-Inclusion tasks and (b) that the ability to inhibit this heuristic increases with age (resulting in a lower executive cost). Taken together, these findings provide additional support for the neo-Piagetian approach of cognitive development that suggests that the acquisition of increasingly complex knowledge is based on the ability to resist (inhibit) heuristics and previously acquired knowledge.
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Inhibitory Control in Number-Conservation and Class-Inclusion Tasks: A Neo-Piagetian Inter-Task Priming Study.
Cognitive Development, 2012Co-Authors: Grégoire Borst, Nicolas Poirel, Arlette Pineau, Mathieu Cassotti, Olivier HoudéAbstract:Abstract We investigated whether success in number-conservation and Class-Inclusion tasks relies on a general ability to inhibit misleading strategies. Two groups of 10-year-olds performed inter-task priming between computerized versions of Class-Inclusion and number-conservation tasks (Experiment 1). In one group, the Class-Inclusion task served as a prime and the number-conservation task as an assessment probe and vice versa in the other group. Response times were shorter in the number-conservation task when performed after the Class-Inclusion task (and vice versa in the other group) than in control prime-probe sequences in which the primes did not require the inhibition of a misleading strategy. Experiment 2 showed that these inter-task priming effects did not simply reflect that Class Inclusion and number conservation rely on the reversibility of concrete operations as Piaget would have hypothesized. Taken together the results are consistent with the neo-Piagetian assumption that cognitive development is rooted in both the acquisition of knowledge of incremental complexity and the ability to resist (inhibit) previous knowledge. Critically, the present finding suggests that the inhibitory ability is not domain- or strategy-specific.
Michael Chapman - One of the best experts on this subject based on the ideXlab platform.
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Language and Operations in Children's Class Inclusion Reasoning: The Operational Semantic Theory of Reasoning
Developmental review : DR, 1996Co-Authors: Jeremy I. M. Carpendale, Michelle L. Mcbride, Michael ChapmanAbstract:Abstract In this article we critique two prominent theories of reasoning—mental logic and mental models—and argue that reasoning does not consist of either applying logical rules or constructing mental models. Instead, we propose an operational semantic theory of reasoning, according to which reasoning is based on children's operational understanding of key terms in a given problem. We then go on to consider an important recent developmental theory of reasoning, fuzzy-trace theory. In order to illustrate the view of reasoning proposed here we report a study of Class Inclusion. Dramatic differences in Class Inclusion performance were found as the result of linguistic context; performance was significantly higher when an explicit request for a subClass comparison preceded the Class Inclusion question as compared to a standard condition when the Class Inclusion question alone was asked. This was the case, however, only when the prior subClass comparison question referred to the same dimensions as the Class Inclusion question and not when irrelevant subClasses were referred to. Children's performance was also better when they sorted the materials into the supraordinate Class as compared to the subClasses, but not when the experimenter sorted them for the child. These effects due to the operational and linguistic manipulations are discussed in terms of a general operational semantic theory of reasoning.
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Beyond Competence and Performance: Children's Class Inclusion Strategies, Superordinate Class Cues, and Verbal Justifications.
Developmental Psychology, 1992Co-Authors: Michael Chapman, Michelle L. McbrideAbstract:Seventy-two children from 4 to 10 years of age were given 2 Class Inclusion in which the superordinate Class was perceptually and linguistically marked or unmarked. A minor subClass question was also asked in order to estimate the rates of children's underlying solution strategies. The results indicated (a) that the performance of 4-6-year-olds was inflated by guessing, (b) that scores were higher in the marked task as compared with the unmarked task because of different rates of Inclusion logic, and (c) that children's verbal justifications closely approximated their estimated true competence, contrary to common assumptions. The conclusion is drawn that the relation between verbal justification and intrapsychic inference is an important theoretical issue, not merely a question of measurement validity
Matija Svetina - One of the best experts on this subject based on the ideXlab platform.
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what leads children to adopt new strategies a microgenetic cross sectional study of Class Inclusion
Child Development, 2006Co-Authors: Robert S. Siegler, Matija SvetinaAbstract:Learning of Class Inclusion by 5-year-olds in response to empirical and logical explanations of an adult's answers was examined. Contrary to the view that young children possess an empirical bias, 5-year-olds learned more, and continued learning for longer, when given logical explanations of correct answers than when given empirical explanations. Once children discovered how to solve the problems, they showed few regressions. Many children in the microgenetic experiment followed the path of change anticipated from previous cross-sectional studies, but children in the cross-sectional part of the study seemed to follow a different path. Reasons for the superior effectiveness of the logical explanations were discussed.
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What Leads Children to Adopt New Strategies? A Microgenetic/Cross‐Sectional Study of Class Inclusion
Child development, 2006Co-Authors: Robert S. Siegler, Matija SvetinaAbstract:Learning of Class Inclusion by 5-year-olds in response to empirical and logical explanations of an adult's answers was examined. Contrary to the view that young children possess an empirical bias, 5-year-olds learned more, and continued learning for longer, when given logical explanations of correct answers than when given empirical explanations. Once children discovered how to solve the problems, they showed few regressions. Many children in the microgenetic experiment followed the path of change anticipated from previous cross-sectional studies, but children in the cross-sectional part of the study seemed to follow a different path. Reasons for the superior effectiveness of the logical explanations were discussed.