Divergent Thinking Promotes Deductive Reasoning in Preschoolers

Autor/inn/en	de Chantal, Pier-Luc; Gagnon-St-Pierre, Émilie; Markovits, Henry
Titel	Divergent Thinking Promotes Deductive Reasoning in Preschoolers
Quelle	In: Child Development, 91 (2020) 4, S.1081-1097 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gagnon-St-Pierre, Émilie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13278
Schlagwörter	Preschool Children; Creative Thinking; Teaching Methods; Hypothesis Testing; Comparative Analysis; Skill Development; Prediction; Logical Thinking; Thinking Skills; Correlation; Learning Activities + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kreatives Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Hypothesenprüfung; Hypothesentest; Kompetenzentwicklung; Qualifikationsentwicklung; Vorhersage; Denkfähigkeit; Korrelation; Lernaktivität
Abstract	This study explored the hypothesis that preschoolers' deductive reasoning would be improved by encouraging use of divergent thinking (DT). Children of 4-5 years of age (n = 120) were randomly given DT or neutral control exercises before deductive reasoning problems. To allow a stronger test of the hypothesis, half of the children receiving the DT exercises were given explicit examples, which have been shown to reduce ideational originality. Results indicate that, as predicted, DT exercises without examples significantly improved rates of deductive responding, compared to exercises with examples and the control condition. These findings indicate that DT is a key component in the early beginnings of deductive reasoning. Some educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01