An Experimental Study of the Growth of Some Logical Structures

Lovell, K.; Mitchell, Brian; Everett, I. R.

doi:10.1111/j.2044-8295.1962.tb00824.x

Cited by 48 publications

(19 citation statements)

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“…Inhelder and Piaget (1 964) found that this sort of mistake is more frequent when the quantified term concerns colour rather than shape. It is still further enhanced when the term concerns weight (Lovell, Mitchell, and Everett, 1962). Hence, it seems that performance is better with more concrete, or more graphic, terms: similarly, Markman and Seibert (1976) have found enhanced set-theoretic judgements when the superordinate set is one that is characteristically relational, such as a family ;and Donaldson (1978, p. 67) has shown that the saliency of some aspect of the situation may also mislead children.…”

Section: Premisesmentioning

confidence: 99%

Children'S Syllogistic Reasoning

Johnson‐Laird

Oakhill

Bull

1986

The Quarterly Journal of Experimental Psychology Section A

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Most theories of the development of deductive ability propose that children acquire formal rules of inference. An alternative theory assumes that reasoning consists of constructing a mental model of the situation described in the premises, scanning the model for an informative conclusion, and then searching for alternative models that refute this conclusion. Hence, performance should reflect two principal factors: the difficulty of constructing a model, which depends on the “figure” of the premises, and the number of models that have to be evaluated to respond correctly. In Experiment 1, two groups of children (9- to 10- and 11- to 12-year-olds) drew conclusions from 20 pairs of syllogistic premises. The results confirmed that children are affected both by figure and by number of models. Experiment 2 corroborated these findings for all 64 possible forms of syllogistic premises. The development of reasoning ability may therefore depend on the acquisition, not of formal rules of logic, but of procedures for manipulating models.

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Section: Premisesmentioning

confidence: 99%

Children'S Syllogistic Reasoning

Johnson‐Laird

Oakhill

Bull

1986

The Quarterly Journal of Experimental Psychology Section A

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“…Past research in classification tasks has focused on how children learn (a) to form one class (Bruner & Olver, 1963;Inhelder & Piaget, 1959;Lovell, Mitchell, & Everett, 1962;Morf, 1959;Vigotsky, 1962), (b) to change their criteria for categorization (Heald & Marzolf, 1953;Lovell, Mitchell, & Everett, 1962), and (c) to compare the size and contents of different classes (Dodwell, 1962;Hyde, 1959;Inhedler & Piaget, 1959;Piaget, 1952).…”

Section: University Of Rochestermentioning

confidence: 99%

A Scalogram Study of Classificatory Development

Kofsky¹

1966

Child Development

110

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“…Piaget's findings which have been supported by several studies (Dodwell, 1968;Elkind, a, b, c, 1964Kofsky, 1968;Lovell, Mitchell, & Everett, 1962;Lovell & Ogilvie, 1960Uzgiris, 1964;Wohlwill, 1960) indicate that conservation of substance develops first followed by conservation of weight and then volume. Furthermore, many of the training studies have shown that while there has been some success with certain training procedures designed to help a child understand a particular conservation task, there is mixed evidence with respect to whether or not transfer of learning occurs.…”

mentioning

confidence: 75%