Children’s Inductive Reasoning: Developmental and Educational Perspectives

Perret, Patrick

doi:10.1891/1945-8959.14.3.389

Cited by 35 publications

(30 citation statements)

References 79 publications

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“…The process of inductive reasoning requires one to detect and formulate a general rule within a specific set of elements (Klauer & Phye, 2008). Inductive reasoning ability is considered a core component of children's cognitive and scholastic development Perret, 2015;Resing & Elliott, 2011), and can be measured with a variety of tasks, such as analogies, categorization, and series completion (Perret, 2015;Sternberg, 1985).…”

Section: Inductive Reasoning and Series Completionmentioning

confidence: 99%

Process assessment in dynamic testing using electronic tangibles

Veerbeek

Vogelaar

Verhaegh³

et al. 2018

Computer Assisted Learning

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Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving processes and changes in these processes as a result of training. We also evaluated the value of process information for the prediction of school results. Participants were N = 253 children with a mean age of 7.8 years. Half of them received a graduated prompts training; the other half received repeated practice only. Three process measures were used: grouping behaviour, verbalized strategies, and completion time. Different measures showed different effects of training, with verbalized strategies showing the largest difference on the posttest between trained and untrained children. Although process measures were related to performance on our dynamic task and to math and reading performance in school, the amount of help provided during training provided the most predictive value to school results. We concluded that children's task solving processes provide valuable information, but the interpretation requires more research.

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Section: Inductive Reasoning and Series Completionmentioning

confidence: 99%

Process assessment in dynamic testing using electronic tangibles

Veerbeek

Vogelaar

Verhaegh³

et al. 2018

Computer Assisted Learning

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“…This rule finding process can be reached by means of systematic comparison processes, which involve finding similarities and/or differences between task attributes and/or relations among attributes (Holyoak & Nisbett, 1988;Klauer & Phye, 2008;Perret, 2015).…”

Section: Introductionmentioning

confidence: 99%

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Resing

Bakker

Pronk

et al. 2017

Journal of Experimental Child Psychology

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Progression paths in children's problem solving:The influence of dynamic testing, initial variability and working-memory AbstractThe current study investigated developmental trajectories of analogical reasoning performance of 104 7-to-8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children's developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working-memory assessment, and was subsequently asked to solve figural analogies on each of several sessions. We examined children's analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual-spatial working-memory capacity and initial variability in strategyuse on analogical reasoning development. Results indicated that children in both treatment groups improved but gains were greater for those who had received training. Training also reduced the influence of children's initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter-and intra-individual change in problem-solving processes.

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“…Both within and outside the classroom, learners of all ages engage in productive processes such as analogy, deduction, induction, and textual inference, for example (e.g., Gentner, Loewenstein, & Thompson, 2003; Goswami, 1992, 2011; Paris & Upton, 1976; Perret, 2015). Without these productive processes, learning would proceed slowly, as each and every bit of information is acquired individually.…”

mentioning

confidence: 99%

Going beyond the lesson: Self-generating new factual knowledge in the classroom

Esposito

Bauer

2017

Journal of Experimental Child Psychology

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For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in grades K-3 (mean age 7.7 years; range 5.5–10.3 years). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education.

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Children’s Inductive Reasoning: Developmental and Educational Perspectives

Cited by 35 publications

References 79 publications

Process assessment in dynamic testing using electronic tangibles

Process assessment in dynamic testing using electronic tangibles

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Going beyond the lesson: Self-generating new factual knowledge in the classroom

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