Indicators of discontinuous change in the development of analogical reasoning

Article Abstract:

A study examined five indicators of a transition in the development of analogical reasoning among young elementary school students. The indicators examined were multimodality and inaccessibility, sudden jump, anomalous variance, and critical slowing down. Distribution of geometric-analogies test scores revealed strong evidence for bimodality and weaker evidence for inaccessibility. Sudden jumps were also found in the performance curves of the transitional subjects. Moreover, the transitional subjects showed a temporary rise in inconsistent solution behavior and solution time near the sudden jump.

Developmental psychology, Analogy

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Even more precisely assessing children's understanding of the order-irrelevance principle

Article Abstract:

Three experiments designed to test understanding of order-irrelevance and counting principles among children ages three to six years old found more children expect a count in a different order to yield the same number when not required to count than in situations in which they were required to count. Some of the subjects expected cardinality to be unaffected by subtraction. More subjects predicted accurately that a recount would reach the same result than predicted the actual number.

Testing, Child development, Counting

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Development of cognitive averaging: When light and light make dark

Article Abstract:

The authors examine the development of cognitive averaging and reasoning in children ages 6 and 12 as compared to adults. Topics include color recognition, functional thinking, and color identification.

Germany, Switzerland, Statistical Data Included, Usage, Children and adults, Adult-child relations, Color and form recognition test

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