Developmental Sequences within and between Concepts

Siegler, Robert S.

doi:10.2307/1165995

Cited by 487 publications

(189 citation statements)

References 68 publications

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“…Earlier studies reported that Western children failed problems akin to our crucial tasks. For example, 5-yolds prefer to draw a token from a set containing 4 winning tokens and 4 losing token rather than from a set containing 2 winning tokens and 1 losing token (22). Compared with most previous problems, our tasks involved a larger number of tokens (e.g., 60 tokens in task Cright vs. 11 tokens in the above example), and a greater difference between proportions (e.g., 3:1 and 1:3 in task C-right vs. 2:1 and 4:4 in the above example).…”

Section: Study 2 Quantity Vs Proportionmentioning

confidence: 99%

Probabilistic cognition in two indigenous Mayan groups

Fontanari

González

Vallortígara

et al. 2014

Proc. Natl. Acad. Sci. U.S.A.

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Is there a sense of chance shared by all individuals, regardless of their schooling or culture? To test whether the ability to make correct probabilistic evaluations depends on educational and cultural guidance, we investigated probabilistic cognition in preliterate and prenumerate Kaqchikel and K'iche', two indigenous Mayan groups, living in remote areas of Guatemala. Although the tested individuals had no formal education, they performed correctly in tasks in which they had to consider prior and posterior information, proportions and combinations of possibilities. Their performance was indistinguishable from that of Mayan school children and Western controls. Our results provide evidence for the universal nature of probabilistic cognition.He that will look into many parts of Asia and America, will find men reason there perhaps as acutely as himself, who yet never heard of a syllogism . . . God has not been so sparing to Men to make them barely two-legged creatures, and left to Aristotle to make them rational.J. Locke (1)

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Section: Study 2 Quantity Vs Proportionmentioning

confidence: 99%

Probabilistic cognition in two indigenous Mayan groups

Fontanari

González

Vallortígara

et al. 2014

Proc. Natl. Acad. Sci. U.S.A.

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“…Included in the developmental changes that occur in the first 18 years or so is a tremendous increase in domain-general and domain-specific knowledge (e.g., Chi, 1978;Chi & Koeske, 1983), the ability to generate several potential solutions to a problem (e.g., Kuhn & Phelps, 1982), the ability to ignore irrelevant problem information (e.g., Halpern, 1989), the ability to think about more than one dimension of the problem simultaneously (e.g., Ferretti, et al, 1985;Inhelder & Piaget, 1958;Siegler, 1976Siegler, , 1981, and the ability to think about relationships among events in a bidirectional way (e.g., Inhelder & Piaget, 1958;Surber & Gzesh, 1984). Surber and Gzesh (1984) investigated the ability of both children and adults to solve scale-balance problems, using subjects whose ages averaged about 5, 8, 11, or 14 years, or college aged (no average age was given for the college students).…”

Section: Development Of Problem Solving Abilitymentioning

confidence: 99%

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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In an effort to reduce the high crash rate and resulting injuries of young drivers, the National Highway Traffic Safety Administration has sponsored research to assess the factors responsible for this heightened crash risk and to determine the implications for traffic safety programs. As part of this research, this review of research literature was conducted to determine what is known about cognitive development and information processing capabilities of youth. The goal of the project was to ascertain how traffic safety programs should be structured to match these cognitive characteristics. The review is divided into 12 sections. This literature review focuses primarily on cognitive development from about 10 to 24 years of age. The first section is about memory; that is, the processes that allow a person to retain knowledge over time. The second section, attention, discusses the factors related to the development of how people focus cognitive resources on perceptual or mental tasks, including selective, divided, and sustained attention. The third section, learning, discusses the processes by which people acquire information. The fourth section, reasoning, discusses types of reasoning and the problems young people have with this type of thinking. The fifth section, motivation, examines the factors that initiate and influence the intensity of behaviors. The sixth section, is a discussion of the development of risk perception and factors that contribute to the misperception of risk. The seventh section discusses the development of problem solving and decision making in a general way. While influenced by all other cognitive factors and their age-related limitations, general deficits of problem solving and decision making ability are discussed. The eight section, social cognition, covers those topics in the development of social cognition that are likely to have an effect on driving: attribution theory and social schemata/scripts. The ninth section, attitude formation and change, discusses several factors related to attitudes and persuasion. The tenth section examines briefly the development of verbal ability, that is, all use of language. Because many traffic safety messages and programs deal with moral issues in driving, the AcknowledgmentsThis project was sponsored by the United States Department of Transportation, National Highway Traffic Safety Administration. Several individuals provided valuable insight and feedback on this literature review. A group of talented people served as subject-matter experts. This group of experts suggested literature review topics and studies, read and commented on several versions of this manuscript, and participated in a 1-day meeting to discuss the issues involved with cognitive development and traffic safety messages and programs for youth. We thank them for their generous and worthwhile efforts. The people in this group were: Allen Bard, Douglas Bierness, Jacquelynne Eccles, John Hagen, Brian Jonah, Patrick O'Malley, John Palmer, David Rosen, J. Frank Yates, and Marc Z...

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“…At present the best methodology of assessing conservation and several related abilities has been introduced by Siegler (1981; is correct on conservation tasks too, but more difficult and rarely used (Siegler, 1981). …”

Section: Issues With Conservationmentioning

confidence: 99%