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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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Magid, Rachel W. (Rachel Willcox). "Young children's reasoning about their own and others' cognition." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120623.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 120-151).
This thesis aims to address a central question in cognitive science: how we reason about our own and others' cognition. Representing the self and others as distinct individuals is a fundamental epistemological feature of being human; the richness of these representations underlies our ability to tackle our own objectives and to understand the goals of others. Yet there is much debate about the metacognitive abilities of young children, in particular the extent to which children's estimations of their own and others' knowledge are accurate, whether children's beliefs about their own and others' cognition are influenced by the evidence they observe, and if these beliefs inform effective self-directed learning. I investigate these questions, examining metacognition and its relationship to learning in 3- to 8-year-olds. Chapter 1 provides an overview of metacognition regarding the self and others. Chapter 2 considers whether young children expect others will learn rationally from evidence. We find that by age 4.5 years, children have a nuanced understanding of how evidence and prior beliefs interact to yield new knowledge. Chapter 3 investigates how children's exploration is influenced by representations of task difficulty, as indexed by the discriminability of alternative hypotheses. We show that there is a precise quantitative relationship between uncertainty and information seeking. Chapter 4 considers how preschoolers use social comparison information to calibrate their self-directed learning, demonstrating that when a task is within children's zone of proximal development, observing evidence that peers perform better increases one's own persistence. Chapter 5 asks how 3- to 5-year-olds integrate representations of their own and others' abilities when allocating roles across contexts. This work demonstrates that children consider who is best suited for a task based on relative ability. Across all four chapters, the results of these studies demonstrate that children have a sophisticated understanding of their own and others' knowledge and skills. In addition, children use information about others to effectively direct their own learning and problem solving. I end by arguing that young children have a theory of individuals' characteristics, of which reasoning about the self is a special case. Taken together, these studies illustrate the importance of considering how reasoning about the self and about others are integrated and are fundamental to our human intelligence.
"Sources of funding, the BCS Halis Fellowship, the NSF Graduate Research Fellowship, the Center for Brains, Minds, and Machines (CBMM), funded by NSF STC award CCF- 1231216, and NSF Career Award (#0744213) awarded to Laura Schulz"--Page vi
by Rachel W. Magid.
Ph. D.
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Chang, Li-feng, and 張麗芬. "Analogical reasoning in young children." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/55750026620749255443.
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博士國立政治大學
教育學系
81
The development and training of analogical reasoning in young children was examined in a sieries of three studies.Subjects ranged in age from 4 to 6 years.The problem was novel uses of familiar tools.The data suggested that in easy tool use task, young children could use analogies to solve problems.They could transfer structural information from a known base(or source) story to a new known target story without or with hint.But when the task was difficult,their ability to generate a solution decreased.The use of many worked base stories could facilitate the acquisition of the common rule underlying analogical problem -solving.So the best way to study was to provide children many worked examples,and leave them to formate the common rule. Children could generate the analogous solutions themselves.
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Cummins-Sebree, Sarah Elizabeth. "Development of spatial reasoning in young children." 2003. http://purl.galileo.usg.edu/uga%5Fetd/cummins-sebree%5Fsarah%5Fe%5F200305%5Fphd.
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Chang, Yung-chu, and 張永珠. "A comparative study on analogical reasoning ability in typically developing young children and young children with autism." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/84629138362556413845.
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碩士國立臺中教育大學
幼兒教育學系碩士班
100
The study aimed to compare the analogical reasoning ability in typically developing young children and young children with autism. The analogical reasoning ability was measured through the “Interactive Analogy Measure”, a graphic and game-oriented tool developed by Yu-Wen Tsai and Shuhui Chiu. The researcher used one-to-one testing along with questioning to the participants in order to understand the analogical reasoning ability of the two groups. There were 20 typically developing young children and 15 young children with autism included in this study. All participants were aged from 48 to 71 months old. To compare the analogical reasoning ability in typically developing young children and young children with autism, the study discussed the reasoning accuracy, selection inclination (correct, thematic, mere appearance, and category) of the subjects, and young children’s expressions of how they solved reasoning questions. The findings of this study showed that： 1.the averaged probability of typically developing young children and young children with mild autism to make the right choice is 60 % in interactive analogies testing. 2.The averaged probability of young children with severe and moderate autism to make the right choice is 30 %. Therefore, typically developing young children and young children with mild autism have better ability in analogical reasoning. For typically developing young children and young children with mild autism, the incorrect response was caused by direct related information. As for young children with severe and moderate autism, the incorrect response was caused by mere appearance information and category. The results of this study can help the educational practitioners to understand the analogical reasoning ability in typically developing young children and young children with autism, and provide more suitable scaffolding support for them.
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Tsai, Yu-Wen, and 蔡瑜汶. "Investigation of the ability and strategies of young children in analogical reasoning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/21019447308742592203.
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碩士國立臺中教育大學
幼兒教育學系碩士班
99
A tool for interactive analogies testing was developed in this study for investigating the ability and strategies of young children in analogical reasoning. There were 14 boys and 11 girls included in this study, and the average age of them was 5.5 years old. The children were asked to solve a series of matching questions under one-to-one interview. The tool was designed based on structural stage model, component theory, structural-mapping theory, and schema induction theory. To further investigate the influence caused by different testing pattern, method and other possible improvement methods in reasoning ability of young children, relative studies of classical and problem analogies testing was consulted. By using computed digital media, the tool provides an immediate feedback situation according to the children’s answer. For being more adaptive to instincts of young children, graphic testing and simple questions of connecting the dots were strategies applied. Both reasoning accuracy and selection inclination (correct, thematic, mere appearance, and category) of the subjects were evaluated. Therefore, how the young children solving reasoning questions and what is the improvement or change of them in reasoning ability and strategy after training can be understood through their descriptions during testing. From preliminary results, the averaged probability of young children to make the right choice is 60 % in interactive analogies testing. The incorrect response was caused by direct related or other apparent information. Young children with different reasoning ability showed various progresses in analogical reasoning strategy. Besides increasing 10 % of reasoning accuracy after being familiar with the tool, the feedback situation provided by this interactive testing platform also reduces the influence of incorrect choices. In addition, the application of the analogical reasoning strategy of the young children led the reasoning process becoming more creative and sophisticated. The results of this study can help the teachers to understand the analogical reasoning ability of young children, reduce the mis-evaluation of their ability, and then provide more suitable scaffolding support for them.
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Lu, Wan Chen, and 呂宛真. "Investigation of the difference in the development of analogical reasoning for young children." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83428950874978643144.
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碩士國立臺中教育大學
幼兒教育學系碩士班
100
This study investigates the difference in the development of analogical reasoning for young children ranging from 4 to 7 years old. Specifically, the aims are to explore the differences in (1) children’s analogical reasoning performances among 4-, 5-, 6-, 7- years old, (2) children’s error patterns, and (3) children’s self-explanations of their reasoning. In this study, 60 children participated. For each age group, there were 15 children roughly half boys and half girls. The Interactive Analogy Measure (IAM) which providing correct/incorrect feedback immediately after responding was used to assess children’s analogical reasoning. In IAM, in addition to the right answer, distracters included items with related to problems in various aspect, including thematic, mere appearance, and category relations. Participants were tested under one-to-one condition. Data indicated that (1) analogical reasoning performances and the effect of feedback increased with age, (2) when the children respond correctly, 80% of their self-explanation addressed the higher-order relations, and (3) when the children respond incorrectly, 75% of their self-explanation addressed the superficial relation of the theme related object.
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Tsai, Tzu-yu, and 蔡子瑜. "The Effects of Story Discussion Facilitates moral reasoning in Young Children''s Sharing." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/26946121038382443892.
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Hsu, Peiling, and 徐佩鈴. "The Study of the Effects of Group Discussion on Analogical Reasoning of Young Children." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/38739166992905265564.
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碩士國立臺中教育大學
幼兒教育學系碩士班
101
The purpose of the study was to guide preschool children to reason by analogy in group discussions, and to explore how group discussions related to their analogical reasoning abilities. The issues of the study as below：1.What were the timing to intervene and functions of the group discussions? 2.What were the strategies used by the teachers? 3.What were the lay out of the seats and how to choose topics for discussions? 4.How did the analogical reasoning abilities change before and after the discussions? 5.How did the children show their analogical reasoning abilities in discussions? The study used both qualitative and quantitative research methods. The research subjects were young children from the researcher’s classroom. During the group discussions, the researcher collected qualitative data from classroom observations, interviews, and document analysis. In the mean time, the children’s abilities of analogical reasoning were evaluated. The quantitative data were collected from the interactive analogies tests taken by the children before , after and two weeks after the group discussions. The researcher illustrated the children’s changes of the analogical reasoning abilities by analyzing the three scores from paired-sample tests. The conclusions of the study were summarized as below: 1. The group discussions could be conducted before, in the middle or in the end of the analogical activities. There were different functions as clarification, focusing , and integration. 2. The speaking orders, oral elicitation, the waiting for answers and proper seats lay out were constructed effectively in the group discussion guided by the teachers. 3. The discussions could be cheered up by the double-U shape lay out of the seats and the chosen topics were based on the children’s experiences. 4. The children performed much better after analogical activities and group discussion. 5. The analogical reasoning abilities were shown by expressing their key concepts and to repeat among their peers. Even the young children who were silent also progressed from observing others’ conversation.
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Reet, Jennifer Lynn Van. "The role of inhibitory control in contrary-to-fact reasoning and imagination in young children." 2008. http://wwwlib.umi.com/dissertations/fullcit/3362896.
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BAIR, YU-LING, and 白玉玲. "The Study of Analogy Reasoning Ability for Young Children~The Influence of Age,Experience,and Relations." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43990438292565328796.
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碩士臺北市立師範學院
國民教育研究所
90
Excerpt Based on a ten-day experience of children solving the matrix problems in a kindergarten, this study was used to collect the relational knowledge for children analogical reasoning in order to observe how age (four and five), experience (controlled, unitary, multiple), and relations (two and three) had an effect on the analogical reasoning ability of children. The sample study took the middle (of the age four group) and the top (of the age five group) classes of the ancillary kindergarten of Taipei Hsin Yi Elementary School in which there were about 270 children gathered from nine classes as the objects bringing experience into force. With the form of simple random sampling, 120 valid samples would be drawn out after ten days to proceed with the measure of “targets”. The study result showed that the relational knowledge proposed by school of the “knowledge-based” did increase the analogical reasoning ability of children; however, the benefit of such was not infinite, when the level of difficulty in a problem went up exceedingly, children would still be limited by age and relations and were unable to solve that problems. The end result of the study could be concluded into the following five statements: 1. Age will affect the analogical reasoning ability of children, and children of the age five group has higher ability of analogical reasoning than that of the age four group. 2. The more experience the children have, the better they perform in terms of solving similar problems. Therefore, the abstract generalized solution schemas of the formation in multiple experience appears to be more helpful than the generalized solution schemas of the formation in unitary experience with respect to the analogical reasoning of children. 3. Relations will affect the analogy reasoning ability of children, and two problems of relations will be simpler than three problems of relations. 4. The age five children are more capable of solving two problems of relations than the age four children are. Yet, three problems of relations are possibly too difficult for both age four and age five children. 5. Both unitary and multiple experiences are obviously useful to children solving two and three problems of relations. Moreover, when there are two relations in a problem, multiple experience has a greater impact to children compared to the circumstances when there are three relations in a problem In addition, the “source” and the “target” were both in the form of matrix in experiment one, and thus resulted in the assumption that if the children were able to solve for the “target” problem, it would very likely due to the experience gained from the effect of exercises in solving for the matrix problem in the previous ten days. As a result, a “story target problem” from a different situation was added to experiment one to examine whether the ability of children solving the “matrix target problem” came from experience. The consequence demonstrated that the ability of children solving the “story target problem” did not have any noticeable correlation with experience. For that reason, it was more likely that children were affected by the factor of exercising to solve the “matrix target problem” in experiment one. To clarify the misgivings, the researchers then proceeded with experiment two in order to follow up with the examination. Experiment two and experiment one used the same group of samples, but the measure time for experiment two delayed for two and a half months. To avoid making the same mistakes such as having the similar task forms of “the “source” and the “target” and a major difference in the situational thread of thought in experiment one, researchers subsequently designed a task which was based on a simple measure in the category ability of children as the “target problem” for experiment two. It was found that after two and a half months, the extended effect of experience handling still had a striking influence to the analogy reasoning ability of children. This result supported the assumption in experiment one that the ability of children solving the “target problem” most probably moved from the ability learning from the experience and it was not caused by the effect of exercises.
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Wing, Rachel E. "Young children's reasoning about the inverse relation between the number and sizes of parts : early fraction understanding and the role of material type." 2000. https://scholarworks.umass.edu/theses/2371.
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"Young Children’s Algebraic Reasoning Abilities." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40807.
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abstract: The purpose of this study was to identify the algebraic reasoning abilities of young students prior to instruction. The goals of the study were to determine the influence of problem, problem type, question, grade level, and gender on: (a) young children’s abilities to predict the number of shapes in near and far positions in a “growing” pattern without assistance; (b) the nature and amount of assistance needed to solve the problems; and (c) reasoning methods employed by children.
The 8-problem Growing Patterns and Functions Assessment (GPFA), with an accompanying interview protocol, were developed to respond to these goals. Each problem presents sequences of figures of geometric shapes that differ in complexity and can be represented by the function, y = mf +b: in Type 1 problems (1 - 4), m = 1, and in Type 2 problems (5 - 8), m = 2. The two questions in each problem require participants to first, name the number of shapes in the pattern in a near position, and then to identify the number of shapes in a far position. To clarify reasoning methods, participants were asked how they solved the problems.
The GPFA was administered, one-on-one, to 60 students in Grades 1, 2, and 3 with an equal number of males and females from the same elementary school. Problem solution scores without and with assistance, along with reasoning method(s) employed, were tabulated.
Results of data analyses showed that when no assistance was required, scores varied significantly by problem, problem type, and question, but not grade level or gender. With assistance, problem scores varied significantly by problem, problem type, question, and grade level, but not gender.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2016
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Ain, Lisa Robin. "Young children's deontic and epistemic reasoning." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=95071&T=F.
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Lin, Ju-Man, and 林儒曼. "Exploring Young Children’s Analogical Reasoning Process through Visual Focus." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/04296603334500579213.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士班
101
The object of this research is to gain a better understanding of Young Children’s analogical reasoning process by exploring the relationship between their picture areas, scan paths, and reasoning strategies. The study is based on a target sample of 24 young children between the ages of 5 and 6. One-on-one interactive analogical tests were given to the subjects, and their visual focuses were recorded through the use of an eye tracker. Hence, the subjects were questioned on reasons for their answers to the problems. In this research the subjects were grouped according to their analogical reasoning scores; high and low. We then analyze and compare the discrepancies between the visual focus, scan path, and reasoning strategy of subjects of various levels of analogical reasoning abilities Through this research we have found that young children were able to achieve an average of 70% on the interactive analogy test. Furthermore, when asked to answer analogical reasoning problems such as A：B = C：？（D）, most of their visual focuses were fixed on the relationship of the target group（C：D）while the relationship of the source group（A：B）was ignored. Also, young children in the high score group were more susceptible to notice the relationship of the provided source group （A：B） to the problem, and use it to solve the problem. Although young children of the low score group worked hard to solve the problem, due to their inability to visually focus on target source and lack of ability to apply it to the problem, they are usually caught in the mist of choices and often attracted and mislead by the wrong choices. Therefore, we should focus on source problem as a key to the success of young children’s answer to analogical reasoning problems. Young children’s visual focus is generally in line with their answering reasons. Findings from this research would assist in the understanding of young children’s analogical reasoning process and its difficulties. Hence, act as a guideline to improving young children’s analogical reasoning strategy.
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Ko, Ying-Yu, and 柯盈瑜. "The influences of Young Children's figure reasoning ability by Go learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63803160023382915762.
Full textAbstract:
碩士國立屏東教育大學
幼兒教育學系碩士班
101
In recent years, the game of Go has become more popular in Taiwan, and learning how to play the game has turned into popular craze. The educational function of Go has been generally approved by the public, and White Paper for the Gifted of Ministry of Education has also listed Go-playing skill an important item. Numerous well-known Go players are cultivated when they were little, and their talent for Go is thus discovered. Therefore, how the learning process of Go influences the cognitive ability and development of young children is worthy of research. With “Go learning” being its experimental variable and “figure reasoning ability” being its dependent variable, the study adopted the quasi-experimental design of equivalent pretest and posttest and selected young children between 5 and 6 years of age from two private kindergartens in Pingtung County with purposive sampling to be the subjects of the study. 30 young children who had never learned the game of Go and were willing to receive a one-semester program (12 weeks) with a Go instructor were in the “experimental group,” while 30 other young children who had never learned the game and did not plan to learn it were in the “control group.” “Test of Nonverbal Intelligence (TONI) for Young Children—Type A” and “Test of Nonverbal Intelligence (TONI) for Young Children—Type B” were adopted to comprehend the figure reasoning ability of young children aged between 5 and 6 at kindergartens. The study results showed that the pretest and posttest results of the two groups of young children had significant differences in “change and intersection,” “gradual progress and classification” and total scores, and thus, it was inferred that it was because of the maturity of individuals. Therefore, Go instruction had no obvious effects upon elevating overall intelligence and figure reasoning ability. Furthermore, through ANCOVA, it was discovered that the scores of the experimental group were superior to those of the control group only on “gradual progress and classification” of questions No. 4. Therefore, Go instruction could merely improve the figure reasoning ability of young children between 5 and 6 years old at kindergartens on questions of “gradual progress and classification.” Finally, through one-way ANOVA, it was discovered that young children with high scores in various Go strategies had better performance on questions of “change and intersection” in the posttest of Test of Nonverbal Intelligence (TONI). Therefore, the young Go-learners with appropriate Go strategies performed better on picture perception than other young Go-learners. The study also discovered from on-site observation that young children could not really understand Go strategies their instructor taught them and that they could not nimbly adopt Go strategies when playing the game.
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Ma, Lili. "Reasoning with make-believe young children's object categorization based on pretent identities /." 2007. http://wwwlib.umi.com/dissertations/fullcit/3300250.
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Saundry, Carole. "Drawing as problem-solving : young children’s mathematical reasoning through the act of drawing." Thesis, 2006. http://hdl.handle.net/2429/18727.
Full textAbstract:
This project investigates how young children employ mathematical reasoning through the act of drawing while solving mathematical problems. Included is an examination of how grade 2 children responded when presented with two mathematical problems to solve, the kinds of pictures or representations they drew spontaneously - and the purpose for those drawing - what students were thinking while they drew, and how (or if) the act of drawing or the drawings themselves were helping students to reason through the problems. Considered together, video footage of students using drawing as a problem-solving strategy, children’s completed representational work and student interview data informed the creation of a framework for examining students’ drawing as problem-solving strategies and behaviours. Four categories of student behaviour emerged from this analysis, namely: the use of virtual manipulatives, the application of a system, the use of imagery and an examination of the sophistication of students’ representations. These categories form a framework that provides a lens for understanding children’s mathematical reasoning as expressed through and derived from the act of drawing. Questions regarding problem structure and complexity and their impact on student reasoning through pictures are also addressed. Implications of the study are elaborated, and involve a reconceptualizing of drawing in mathematical problem-solving to include a more performance-based approach, observing thinking in the act of thinking, reasoning while drawing. Recommendations for classroom practice are made regarding how teachers can support children in developing these active and metacognitive skills. Further research directions are suggested in the discussion of the results.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Baker, Lesley A. "Young children’s domain coordination and emotion attributions in the context of mixed domain transgressions." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9134.
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Drawing on principles of social domain theory, the current study examined children’s attributions of emotion and moral judgements when interpreting moral and mixed sociomoral transgressions. A goal of the current study was to explore developmental patterns in children’s ability to coordinate their judgements and justifications across the social and moral domains. Links between emotion attributions, domain coordination skills, and externalizing behaviour were also examined as were associations between the above listed variables and perspective taking. Sixty-six typically developing children between the ages of 6- and 10-years were interviewed following the presentation of a moral or mixed moral and social domain vignette. Overall, there was significant variability in responses depending on the type of story. Developmental findings revealed that older children’s moral reasoning was more specific (e.g., “it is unfair to steal”) as opposed to vague (e.g., “it was bad”) and other-oriented, and they tended to show a greater capacity to recognize both moral and social components of a mixed domain transgression. Further, as expected, younger children provided a greater number of positive emotion attributions overall. Consistent with the study’s hypotheses, higher numbers of positive emotion attributions were predictive of higher externalizing behaviours. Emotion attributions were not associated with children’s domain coordination scores, apart from one mixed domain story. Additionally, perspective taking scores did not predict children’s domain coordination scores or emotion attributions. Developmental implications are discussed in relation to social domain theory, as are implications of emotional expectancies, types of justifications and externalizing behaviour.Graduate
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Ouyang, Yuan, and 歐陽遠. "The effectiveness of spatial outline and physical manipulation on young children's reasoning of two-dimensional spatial array." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/935k89.
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碩士國立交通大學
教育研究所
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Spatial reasoning skill is a critical part of daily life, and it lays the foundation for later cognitive abilities across disciplines. Previous research employing syllogism, indicated that preoperational children could make spatial transitive inference of height (Pears & Bryant, 1990). The present study devised an extended version of Andrews & Halford’s (1998) transitive task that employed a train analogy in examining 6-year olds’ capacity to reason about left-right spatial relation. Results corroborated with previous findings pertaining to young children’s capacity to reason about transitive spatial relations. Experiment 1 investigated 6-year olds’ capacity to infer and reason about two-dimensional spatial array that entailed the transitive relation of left and right. A two-row and five-column configuration was adopted as the general structure of two-dimensional tasks, with animal farm and classroom seating as the spatial analogies. Findings revealed that 6-year olds’ reasoning capacity was limited to one-dimensional spatial relations. Experiment 2 examined possible intervention and instructional aid for the enhancement of young children’s two-dimensional reasoning performance. Based on the positive outcomes of Montessori education and empirically sound findings from the theory of physically distributed learning, the advantage of physical manipulation has been found to support thinking. In addition, previous studies revealed that spatial outline assisted children in integrating spatial relations and transcending developmental constraints on more complex spatial relations. Therefore, experiment 2 employed a 2 x 2 experimental design in evaluating the effectiveness of “object manipulation (physical versus no physical)” and “spatial structure (outline versus no outline)” on 6-year olds’ spatial reasoning; results suggested that the brevity of perceptual-motor experience could damage the process of spatial reasoning and the effectiveness of outline was not significant. Two-dimensional tasks did in fact impose greater challenge than one-dimensional tasks for 6-year-olds even when the number of entities was held constant. Another point worth noting was the converging results indicating inference task to be easier than construction task, regardless of dimensionality. It was likely that motor actions imposed great cognitive load by directing children’s attention to cross-referencing between the premises presented to them and their own replica; while, visual outline might have served as a buffer to the damages caused by physical manipulation.