In everyday reasoning, people use statistical heuristics (judgmental tools that are rough intuitive equivalents of statistical principles). Use of statistical heuristics is more likely when (1) sampling is clear, (2) the role of chance is clear, (3) statistical reasoning is normative for the event, or (4) the subject has had training in…

Compares the logical abilities of six-year-old children with those of squirrel monkeys by using the five-term transitivity problem. Both binary and triadic versions of the tests were administered in both verbal and nonverbal modes. Children showed response profiles very similar to those of monkeys in all the conditions used. (Author/CI)

Investigated the hypotheses that language-impaired children produce fewer logical propositions per utterance and evidence less control of formal syntactic markers. Matched for mean length of utterance, language samples from 10 language-impaired children approximately five years of age and 10 normal children about three years of age were analyzed.…

Giambattista Vico, an 18th-century Neapolitan philosopher, believed that, from children, adults could learn lessons they could not teach themselves. This learning, however, is predicated on the necessity that genuine childhood be allowed to exist and that logic and abstraction are not introduced to children too soon. (JMK)

The primary purpose of this report is to provide logic models and measurable outcomes for youth in transition to adulthood programs funded by the DC Children and Youth Investment Trust Corporation (DCCYIT). In addition, the report describes the factors associated with the emergence of the life cycle stage considered the transition to adulthood,…

Reprinted from the November 1971 issue of the Journal of Thought.'' (DD)

Experiment to determine whether the use of realistic materials would improve performance in a deceptive reasoning problem. (Authors)

Although there was an increase in the proportion of students using the logical principle of exclusion" from grades 7 to 9 to 12, there was little relationship with IQ and socio-economic measures. (AL)

Results of this investigation support the view that operating class inclusion requires coordination between logical intension and extension, a process which can be facilitated through training. (Author/WY)

Study results indicate that teachers should be less concerned with teaching relationships between problem elements and more concerned with helping students to identify logical assumptions made in problem statement. (Author)

Brief training sessions can improve first-graders' performance on double-classification problems. Questions are raised about whether or not the basic intellectual ability underlying performance has also been increased. (WY)

Reasoning skills of nonmajor nutrition students were assessed on the basis of their performance on tests derived from the work of Piaget. There was no difference between those who used formal reasoning and those who did not in terms of their ability to comprehend and apply elementary nutrition information. (Author/CT)