STIMULATING TRANSITIONS IN CHILDREN'S PROPORTIONAL REASONING
Abstract
The purpose of this study was to investigate the comparative effectiveness of three hierarchical training procedures in inducing changes in children's proportional reasoning abilities. A total of 116 children from the first, third and sixth grades were administered a proportionality pre-test so as to classify their pre-existing level of proportional reasoning according to one of Siegler's (1976) four rules. Based on the pre-test results, subjects were randomly assigned to one of three treatment conditions or to a control group. One week later, all subjects were administered both a short cognitive assessment battery and a proportionality post-test. The results indicated that all treatment procedures were generally successful in advancing subjects one step above their pre-existing rule level. Subjects' overall level of cognitive development was demonstrated to be a factor which limited the effectiveness of training procedures. The results are discussed in relation to Piagetian theory and suggestions for future research are offered.
Degree
Ph.D.
Subject Area
Developmental psychology
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