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Individual Differences in Formal Thought: Role of Expectations and Aptitudes.
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Linn, Marcia C.; Swiney, John F., Jr. – Journal of Educational Psychology, 1981
To investigate the role expectation based rules governing formal reasoning performance, a battery of group and individual aptitude measures and formal reasoning tests were administered to 17-year-olds. Individual differences in usage of these rules were clarified by establishing an overlap between an aptitude model and formal reasoning.…
Descriptors: Abstract Reasoning, Aptitude, Aptitude Tests, Expectation
Developmental and Content Effects in Reasoning with Causal Conditionals.
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Barrouillet, Pierre; Markovits, Henry; Quinn, Stephane – Journal of Experimental Child Psychology, 2002
Tested with adolescents and adults two predictions from Markovits and Barrouillet's developmental model of conditional reasoning related to the effects of the association between antecedent and consequent terms and the formulation of the minor premise on uncertainty responses. Found results consistent with hypotheses and indicating importance of…
Descriptors: Abstract Reasoning, Adolescents, Adults, Age Differences
A Preliminary Report of the Relationship Between Piaget's and Klausmeier's Measures of Children's Cognitive Development. Technical Report No. 426. Reprinted December 1977.
Klausmeier, Herbert J.; And Others – 1976
Piaget's model of children's conceptual learning and development was compared with Klausmeier's Conceptual Learning and Development (CLD) model in a longitudinal study. The CLD model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known…
Descriptors: Abstract Reasoning, Classification, Cognitive Development, Cognitive Measurement
Third Cross-Sectional Study of Attainment of the Concepts "Equilateral Triangle,""Cutting Tool,""Noun," and "Tree" By Children Age 7 to 17. Technical Report No. 427. Reprinted December 1977.
Klausmeier, Herbert J.; And Others – 1976
The Conceptual Learning and Development (CLD) Model specifies four levels of concept attainment (concrete, identity, classificatory, and formal) and three uses of concepts (problem solving, subordinate-supraordinate, and principles). Longitudinal and cross-sectional studies of concept attainment may be conducted. The results of this study of 300…
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Cognitive Measurement