Developmental Sequences in Class Reasoning and Propositional Reasoning Export

@article{citeulike:3124955, abstract = {This study explored the theoretical prediction that class and propositional reasoning skills emerge as a function of the developing ability to coordinate increasingly complex negation and affirmation operations. Children from Grades 1, 3, 5, and 7 (7-, 9-, 11-, and 13-year-olds) were presented with problems from each domain. Rasch analyses of the children\&\#039;s responses were consistent with the hypothesis that both types of problems measured a single underlying dimension (i.e., the coordination of affirmation and negation operations). Qualitatively distinct levels of class and propositional reasoning were identified along this dimension, adding support to the notion that children\&\#039;s reasoning follows a logical developmental sequence. Planned comparisons supported the order-theoretical prediction that different groups of items account for solution differences between grade levels. Results also indicated that children encounter significant difficulties when they have to reason on the basis of negative information. Copyright 1999 Academic Press.}, author = {Muller, U. and Sokol, B. and Overton, W. F.}, citeulike-article-id = {3124955}, citeulike-linkout-0 = {http://www.ingentaconnect.com/content/ap/ch/1999/00000074/00000002/art02510}, issn = {0022-0965}, journal = {Journal of Experimental Child Psychology}, keywords = {logic, piaget, rasch\_model, reasoning}, month = {October}, pages = {69--106}, posted-at = {2008-08-14 21:34:46}, priority = {2}, publisher = {Academic Press}, title = {Developmental Sequences in Class Reasoning and Propositional Reasoning}, url = {http://www.ingentaconnect.com/content/ap/ch/1999/00000074/00000002/art02510}, year = {1999} }

TY - JOUR ID - citeulike:3124955 L3 - citeulike-article-id:3124955 N2 - This study explored the theoretical prediction that class and propositional reasoning skills emerge as a function of the developing ability to coordinate increasingly complex negation and affirmation operations. Children from Grades 1, 3, 5, and 7 (7-, 9-, 11-, and 13-year-olds) were presented with problems from each domain. Rasch analyses of the children's responses were consistent with the hypothesis that both types of problems measured a single underlying dimension (i.e., the coordination of affirmation and negation operations). Qualitatively distinct levels of class and propositional reasoning were identified along this dimension, adding support to the notion that children's reasoning follows a logical developmental sequence. Planned comparisons supported the order-theoretical prediction that different groups of items account for solution differences between grade levels. Results also indicated that children encounter significant difficulties when they have to reason on the basis of negative information. Copyright 1999 Academic Press. JF - Journal of Experimental Child Psychology SN - 0022-0965 EP - 106 TI - Developmental Sequences in Class Reasoning and Propositional Reasoning PB - Academic Press SP - 69 KW - logic KW - piaget KW - rasch_model KW - reasoning AU - Muller, U AU - Sokol, B AU - Overton, WF PY - 1999/10// UR - http://www.ingentaconnect.com/content/ap/ch/1999/00000074/00000002/art02510 ER -