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Fyfe, Emily R.; McNeil, Nicole M.; Rittle-Johnson, Bethany – Child Development, 2015
The labels used to describe patterns and relations can influence children's relational reasoning. In this study, 62 preschoolers (M[subscript age] = 4.4 years) solved and described eight pattern abstraction problems (i.e., recreated the relation in a model pattern using novel materials). Some children were exposed to concrete labels (e.g.,…
Descriptors: Preschool Children, Problem Solving, Logical Thinking, Classification
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Ferretti, Ralph P.; Butterfield, Earl C. – Child Development, 1986
A total of 61 children from first through sixth grades participated in four balance-scale and four inclined-plane problem types in a study testing for invariance of subject classifications as rule-users across problems whose products differed but whose type did not. Results indicated that many children's classifications differed across…
Descriptors: Children, Classification, Knowledge Level, Problem Solving
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Markham, Ellen M. – Child Development, 1978
Study 1 asked second through sixth graders, who could answer inclusion questions, to answer such questions without empirical information about relative quantity and to predict whether subordinate classes could be made larger than their superordinate classes. In study 2, children's performance in two part-whole domains, classes and collections, was…
Descriptors: Classification, Cluster Grouping, Comparative Analysis, Elementary School Students
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Siegel, Linda S.; And Others – Child Development, 1978
Descriptors: Classification, Feedback, Linguistic Competence, Logical Thinking
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Judd, Susan A.; Mervis, Carolyn B. – Child Development, 1979
The results of two experiments showed that five year olds can learn to solve class-inclusion problems if they are forced to consider the contradiction between their incorrect answers and their correct counting of the superordinate and subordinate classes. (JMB)
Descriptors: Classification, Computation, Conflict Resolution, Early Childhood Education
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Miller, Leon K.; Barg, M. D. – Child Development, 1982
In a series of experiments, young children were asked to compare the quantities of classes of objects under two conditions: (1) when one of the classes of objects is a subordinate of the other (the traditional class-inclusion problem), and (2) when the terms refer to exclusive sets but different levels of generality. (Author/RH)
Descriptors: Classification, Cognitive Ability, Cognitive Development, Context Effect