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Relevant bibliographies by topics / Reasoning/young children

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Academic literature on the topic 'Reasoning/young children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Reasoning/young children"

1

Harris, Paul L., and Robert D. Kavanaugh. "Causal reasoning in young children." Infant Behavior and Development 19 (April 1996): 263. http://dx.doi.org/10.1016/s0163-6383(96)90317-3.

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Alexander, Patricia A., Victor L. Willson, C. Stephen White, and J. Diane Fuqua. "Analogical reasoning in young children." Journal of Educational Psychology 79, no. 4 (1987): 401–8. http://dx.doi.org/10.1037/0022-0663.79.4.401.

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Nunes, Terezinha, Peter Bryant, Deborah Evans, and Rossana Barros. "Assessing Quantitative Reasoning in Young Children." Mathematical Thinking and Learning 17, no. 2-3 (April 3, 2015): 178–96. http://dx.doi.org/10.1080/10986065.2015.1016815.

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Wilkening, Friedrich, and Beate Sodian. "Scientific Reasoning in Young Children: Introduction." Swiss Journal of Psychology 64, no. 3 (September 2005): 137–39. http://dx.doi.org/10.1024/1421-0185.64.3.137.

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Zaporozhets, A. V., and U. V. Lukov. "The Development of Reasoning in Young Children." Journal of Russian & East European Psychology 40, no. 4 (July 2002): 30–46. http://dx.doi.org/10.2753/rpo1061-0405400430.

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HOSONO, MIYUKI. "Development of Analogical Reasoning in Young Children." Japanese Journal of Educational Psychology 54, no. 3 (2006): 300–311. http://dx.doi.org/10.5926/jjep1953.54.3_300.

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Hannaford, Robert V. "Moral reasoning and action in young children." Journal of Value Inquiry 19, no. 2 (1985): 85–98. http://dx.doi.org/10.1007/bf00151421.

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Buchanan, David W., and David M. Sobel. "Mechanism-Based Causal Reasoning in Young Children." Child Development 82, no. 6 (September 15, 2011): 2053–66. http://dx.doi.org/10.1111/j.1467-8624.2011.01646.x.

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Patricia A. Herrmann, Jason A. French, Ganie B. DeHart, and Karl S. Rosengren. "Essentialist Reasoning and Knowledge Effects on Biological Reasoning in Young Children." Merrill-Palmer Quarterly 59, no. 2 (2013): 198. http://dx.doi.org/10.13110/merrpalmquar1982.59.2.0198.

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Herrmann, Patricia A., Jason A. French, Ganie B. DeHart, and Karl S. Rosengren. "Essentialist Reasoning and Knowledge Effects on Biological Reasoning in Young Children." Merrill-Palmer Quarterly 59, no. 2 (2013): 198–220. http://dx.doi.org/10.1353/mpq.2013.0008.

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Dissertations / Theses on the topic "Reasoning/young children"

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Waters, Lorraine J. "Scientific reasoning in young children /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19285.pdf.

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Dias, M. G. "Logical reasoning." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233533.

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Giles, Jessica Wollam. "Young children's reasoning about the nature of aggression /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3130199.

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Spinillo, Alina Galvao. "The development of the concept of proportion in young children." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291542.

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Loose, Jonathan James. "A connectionist investigation of category-based inductive reasoning in young children." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322387.

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Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.

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Gee, Caroline Lee-win. "Young children's evaluation of sources an investigation of social context effects /." Diss., [La Jolla, Calif.] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344543.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed March 13, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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Pletz, Janet, and University of Lethbridge Faculty of Education. "Literature-as-lived in practice : young children's sense of voice." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/730.

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This study, situated in classroom practice and grounded in pedagogic wakefulness (Clandinin and Connelly, 2000), explores the nature of young children’s sense of voice as indicated through sustained interactions and representations of experiences with picturebook literature. The naturalistic research site was a grade one classroom setting in a large urban school. Student engagement and interactions with read-aloud events and responses to literature through multi-modal representations perpetuated meaning making and personal relevance. Coding procedures exemplified the nature of young children’s sense of voice as falling into two broad conceptual categories: (1) Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s sense of voice revealed developmental, exploratory, and social sites of student engagement to literature. The Experiential Nature of young children’s sense of voice described three specificities of narrativity in their responses to picturebook literature: Young children’s multi-modal responses were interpreted as representative of Self- Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings contribute to a reconceptualized literacy curriculum which illuminates personal, social, and cultural identities, especially young children’s awareness of their individual sense of voice, developed through picturebook literature in primary classrooms.
xii, 151 leaves : col. ill. ; 29 cm.

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O'Neil, Lauren. "Investigating to What Degree Individual Differences in Language and Executive Function Are Related to Analogical Learning in Young Children Across Socio-Economic Populations." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24562.

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Analogical reasoning is a foundational skill necessary for enabling learners to draw inferences about new experiences, to transfer learning across contexts, and to make abstractions based on relevant information from daily experiences. Linguistic and executive function (EF) skills may support analogical reasoning ability, as both these skill sets have previously been shown to influence other higher-order cognitive abilities, such as perspective taking. Outside influences such as socio-economic status (SES) backgrounds may also influence analogical reasoning, as they have been shown to affect other cognitive processes. At present, current research offers little information about developmental relations among SES, language, EF and analogical learning. The purpose of this dissertation research was to explore the extent to which the provision of relational language facilitates children’s analogical reasoning, and to investigate the influence of SES, executive function and language skills in regard to such facilitation. Results indicate that the use of relational language indeed aids analogical reasoning. SES significantly predicted analogical reasoning, but interestingly, this was so only when relational language was absent. These findings support that relational language plays a key role in scaffolding analogical reasoning, and this support is particularly beneficial to children whose cognitive skills may be influenced by SES.

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Vaidelienė, Indrė. "Tranzityvumo supratimas 4-6 metų amžiaus tarpsnyje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080828_104143-16793.

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Kurį laiką buvo manoma, kad vaikai, kurie dar neperėjo priešoperacinės stadijos nemoka daryti tranzityvumo santykio išvadų apie kiekybę (Pears, Bryant, 1992). Pasak Schnall ir Gattis (1998), daugelis tyrinėtojų bando atsakyti į klausimą, iki kokio laipsnio ir nuo kokio amžiaus vaikai gali išspręsti tranzityvumo santykio vertinimo užduotis. Nors Piaget ir kiti (Inhelder ir Piaget, 1958; cit. pagal Schnall, Gattis, 1998) manė, kad vaikai tik apie 7-8 metus ir vyresni geba teisingai išspręsti tranzityvumo vertinimo užduotis, jaunesni vaikai (Bryant ir Trabasso, 1971; Riley ir Trabasso, 1974) (cit. pagal Schnall, Gattis, 1998) taip pat geba tranzityviai vertinti pasitreniravus. Bryant ir Trabasso (1971; cit. pagal Schnall, Gattis, 1998) padarė išvadą, kad tranzityvumo vertinimo u��duočių neišsprendimas gali būti greičiau dėl darbinės atminties ribotumo nei dėl kognityvinių trūkumų. Tyrimo objektas – 4-6 metų vaikų tranzityvumo supratimas. Tyrimo tikslas – charakterizuoti 4-6 metų vaikų tranzityvumo santykio supratimo ypatumus. Siekiant šio tikslo, išsikelti šie uždaviniai: 1. Sudaryti ir pateikti 4-6 metų am��iaus vaikams tris užduotis, kurios tiria tranzityvumo santykio supratimą. 2. Nustatyti, ar 4-6 metų vaikai geba tranzityviai samprotauti. 3. Palyginti užduotis pagal tiesioginius atsakymus. 4. Palyginti užduotis pagal kokybinius atsakymus. 5. Palyginti berniukų ir mergaičių gebėjimą tranzityviai samprotauti. Prieš atliekant tyrimą buvo išsikeltos tokios hipotezės: 1. 4-6... [toliau žr. visą tekstą]
It was believe that children which didn‘t pass preoperational stage, can‘t to do transitivity conclusions about quantity (Pears, Bryant, 1992). According Schnall and Gattis (1998), many researchers trying ask to question by what degree and from what age children are able to solve transitivity interference tasks. Though Piaget and others (Inhelder ir Piaget, 1958; cit. pagal Schnall, Gattis, 1998) thought that children only about 7-8 years and older can to solve transitivity interference tasks right, younger children (Bryant ir Trabasso, 1971; Riley ir Trabasso, 1974; by Schnall, Gattis, 1998) also are able to solve transitivity interference tasks if they are trained. Bryant and Trabasso (1971; by Schnall, Gattis, 1998) made conclusion that wrong solving of transitivity interference tasks can be rather for working memory limitation nor cognitive deficits. Object of the Study – understanding transitivity in 4-6 years old children. The aim of the study was to characterize understanding transitivity in 4-6 years old children. Goals of the study: 1. Organize and represent for 4-6 years old children three tasks which research inderstanding transitivity. 2. Find, are 4-6 years old children able to reason transitively. 3. Compare tasks by direct answers. 4. Compare tasks by qualitative ansvers. 5. Compare ability to reason transitively in boys and girls. Hyphotesis: 1. 4-6 years old children are able to reason transitively. 2. Children did more mistakes in tasks which were hard to... [to full text]

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Books on the topic "Reasoning/young children"

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Mathematical and analogical reasoning of young learners. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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Shirodaira, Kyō. The bonds of reasoning. New York, NY: Yen Press, 2007.

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Shirodaira, Kyō. The bonds of reasoning. New York, NY: Yen Press, 2007.

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Shirodaira, Kyō. The bonds of reasoning. New York, NY: Yen Press, 2007.

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Shirodaira, Kyō. The bonds of reasoning. New York, NY: Yen Press, 2007.

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Anne, Laupa Marta, ed. Rights and wrongs: How children and young adults evaluate the world. San Francisco, Calif: Jossey-Bass, 2000.

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Muentener, Paul, and Elizabeth Bonawitz. The Development of Causal Reasoning. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.40.

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Research on the development of causal reasoning has broadly focused on accomplishing two goals: understanding the origins of causal reasoning, and examining how causal reasoning changes with development. This chapter reviews evidence and theory that aim to fulfill both of these objectives. In the first section, it focuses on the research that explores the possible precedents for recognizing causal events in the world, reviewing evidence for three distinct mechanisms in early causal reasoning: physical launching events, agents and their actions, and covariation information. The second portion of the chapter examines the question of how older children learn about specific causal relationships. It focuses on the role of patterns of statistical evidence in guiding learning about causal structure, suggesting that even very young children leverage strong inductive biases with patterns of data to inform their inferences about causal events, and discussing ways in which children’s spontaneous play supports causal learning.

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English, Lyn D. Mathematical and Analogical Reasoning of Young Learners (Studies in Mathematical Thinking and Learning). Lawrence Erlbaum, 2004.

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English, Lyn D. Mathematical and Analogical Reasoning of Young Learners (Studies in Mathematical Thinking and Learning). Lawrence Erlbaum, 2004.

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Smart Thinking: Helping Young People Develop Moral Reasoning and Thinking Skills About Offending and Anti-social Behaviour. Russell House, 2006.

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Book chapters on the topic "Reasoning/young children"

1

Goswami, Usha C. "Analogical Reasoning by Young Children." In Encyclopedia of the Sciences of Learning, 225–28. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_993.

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Zapata-Cardona, Lucía. "Supporting Young Children to Develop Combinatorial Reasoning." In Early Mathematics Learning and Development, 257–72. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1044-7_15.

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Baratgin, Jean, Giulianella Coletti, Frank Jamet, and Davide Petturiti. "Experimental Evaluation of the Understanding of Qualitative Probability and Probabilistic Reasoning in Young Children." In Advances in Artificial Intelligence: From Theory to Practice, 107–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60045-1_13.

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Oslington, Gabrielle, Joanne T. Mulligan, and Penny Van Bergen. "Young Children’s Reasoning Through Data Exploration." In Early Mathematics Learning and Development, 191–212. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7153-9_11.

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Sekarasih, Laras. "Restricting, Distracting, and Reasoning: Parental Mediation of Young Children’s Use of Mobile Communication Technology in Indonesia." In Mobile Communication in Asia: Local Insights, Global Implications, 129–46. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7441-3_8.

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Isaacs, Susan. "Discovery, Reasoning and Thought: Records." In Intellectual Growth in Young Children, 111–57. Routledge, 2018. http://dx.doi.org/10.4324/9781315009568-4.

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Isaacs, Susan. "Discovery, Reasoning, and Thought: Theoretical Analysis." In Intellectual Growth in Young Children, 49–110. Routledge, 2018. http://dx.doi.org/10.4324/9781315009568-3.

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"Seeing the Possibilities: Constructing and Validating Measures of Mathematical and Analogical Reasoning for Young Children." In Mathematical and Analogical Reasoning of Young Learners, 35–58. Routledge, 2004. http://dx.doi.org/10.4324/9781410610706-9.

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Bjorklund, David F. "The Adaptive Value of Immaturity (or The Benefits of Being Young at Heart)." In How Children Invented Humanity, 123–70. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190066864.003.0005.

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There are many aspects of young children’s thinking that are immature on the surface but have adaptive value for the young learner, a form of cognitive neoteny. These include young children’s self-centered, or egocentric, perspective; inefficient aspects of memory; tendencies to copy all relevant and irrelevant actions of adult models (overimitation); tendencies to overestimate their abilities; and strong propensity to play. Also included are special abilities to learn, and even create, language, due, in part, to aspects of immature cognition. Ancient human adults retained many youthful characteristics including behavioral plasticity, curiosity, play, imagination, and optimism. These characteristics, coupled with enhanced reasoning and executive function, have led to advances in material and intellectual culture far surpassing anything achieved by other species and to the evolution of the modern human mind.

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Salvano-Pardieu, Veronique, Manon Olivrie, Valérie Pennequin, and Briony D. Pulford. "Does Role Playing Improve Moral Reasoning's Structures in Young Children?" In Advances in Religious and Cultural Studies, 199–222. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1811-3.ch009.

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This chapter presents a research on moral judgment with pre-school and first-year school children. This research promotes, through the use of mimes and role playing, the development of moral reasoning and its components such as Theory of Mind and Perspective Taking of the other. The authors wanted to develop in 5-year-old children the ability to understand the intent of the other in social interactions and moral judgment. According to the authors, if children learn taking into account the perspective of the others through role playing, they will improve their cognitive abilities involved in social interactions and will be more capable of developing Theory of Mind. This will lead them to adopt a more pro-social behavior. This research paves the way to new pedagogical perspectives by showing that developing mime, role playing, and argumentation with young children to explain conflict, impacts the “intention evaluation system”, the theory of mind and system 2 which is involved in rational and controlled reasoning.

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Conference papers on the topic "Reasoning/young children"

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Suquilanda-Cuesta, Paola, Victor Uguna-Uguna, Brian Pinos-Chuya, Angel Perez-Munoz, and Vladimir Robles-Bykbaev. "Motor Rehabilitation of Children with Multiple Disabilities: a Methodological Proposal Based on Robotic Assistants, Simulation and Uncertain Reasoning." In 2021 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (ElConRus). IEEE, 2021. http://dx.doi.org/10.1109/elconrus51938.2021.9396139.

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