A Longitudinal Analysis of Logical Reasoning Relationships: Conservation and Transitive Inference. Technical Report No. 380.

Autor/inn/en	Hooper, Frank H.; Toniolo, Thomas A.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	A Longitudinal Analysis of Logical Reasoning Relationships: Conservation and Transitive Inference. Technical Report No. 380.
Quelle	(1976), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Cognitive Processes; Concept Formation; Concept Teaching; Conservation (Concept); Elementary Education; Grade 1; Grade 4; Logical Thinking; Longitudinal Studies; Task Performance + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Konservierung; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Kindergarten and third grade children originally assessed in 1973 were retested one year later on a series of conservation and transitive inference tasks (length and weight content areas). An additional sample of matched cohort/grade subjects was assessed in the second year only to permit evaluation of repeat measurement biases for the longitudinal sample. Results indicated a lack of presentation order, slelctive survival, repeated measurement, sex, and content area significant main effects or interactions. Analyses of the longitudinal sample subjects' conservation task performances over the annual interval indicated significant grade-level distinctions, year one versus year two differences, and type of conservation distinctions. Identity conservation scores were consistently superior to equivalence conservation scores and this superiority was most notable for the younger subjects. Transitive inference tasks were significantly less difficult than equivalence conservation tasks. Most importantly, evidence for a developmental mastery sequence (transitivity to conservation) was demonstrated. Pass/fail comparisons indicated a lack of regression effects and greater growth for the conservation abilities as contrasted with transitivity task mastery. Identity/equivalence conservation task distinctions were most apparent for the without verbal justification response criterion. Implications for the general concept of the Piagetian concrete operations stage were discussed. (Author/BW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC