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Journal articles on the topic 'Reasoning/young children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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11

Carreira, Susana, Nélia Amado, and Hélia Jacinto. "Venues for Analytical Reasoning Problems: How Children Produce Deductive Reasoning." Education Sciences 10, no. 6 (June 24, 2020): 169. http://dx.doi.org/10.3390/educsci10060169.

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The research on deductive reasoning in mathematics education has been predominantly associated with the study of proof; consequently, there is a lack of studies on logical reasoning per se, especially with young children. Analytical reasoning problems are adequate tasks to engage the solver in deductive reasoning, as they require rule checking and option elimination, for which chains of inferences based on premises and rules are accomplished. Focusing on the solutions of children aged 10–12 to an analytical reasoning problem proposed in two separate settings—a web-based problem-solving competition and mathematics classes—this study aims to find out what forms of deductive reasoning they undertake and how they express that reasoning. This was done through a qualitative content analysis encompassing 384 solutions by children participating in a beyond-school competition and 102 solutions given by students in their mathematics classes. The results showed that four different types of deductive reasoning models were produced in the two venues. Moreover, several representational resources were found in the children’s solutions. Overall, it may be concluded that moderately complex analytical reasoning tasks can be taken into regular mathematics classes to support and nurture young children’s diverse deductive reasoning models.
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Goswami, Usha, Hilary Leevers, Sarah Pressley, and Sally Wheelwright. "Causal reasoning about pairs of relations and analogical reasoning in young children." British Journal of Developmental Psychology 16, no. 4 (November 1998): 553–69. http://dx.doi.org/10.1111/j.2044-835x.1998.tb00771.x.

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13

Markovits, Henry, Michele Venet, Genevieve Janveau-Brennan, Nicole Malfait, Nadia Pion, and Isabelle Vadeboncoeur. "Reasoning in Young Children: Fantasy and Information Retrieval." Child Development 67, no. 6 (December 1996): 2857. http://dx.doi.org/10.2307/1131756.

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14

Markovits, Henry, Michael Schleifer, and Lorraine Fortier. "Development of elementary deductive reasoning in young children." Developmental Psychology 25, no. 5 (1989): 787–93. http://dx.doi.org/10.1037/0012-1649.25.5.787.

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15

Bancroft, Dennis, and Alison Slowen. "Some aspects of temporal reasoning by young children." European Journal of Psychology of Education 8, no. 2 (June 1993): 119–33. http://dx.doi.org/10.1007/bf03173157.

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16

Schug, Mark C. "Teaching Economic Reasoning to Children." Citizenship, Social and Economics Education 1, no. 1 (March 1996): 79–88. http://dx.doi.org/10.2304/csee.1996.1.1.79.

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The author discusses the differing perspectives which the social sciences offer to young people to analyse problems. Perspectives from history, political science and geography are briefly discussed. The author stresses that the child's perspective of the social world differs from the ones offered by social scientists. Following a summary of the economic thinking of children and adolescents, the author stresses that economics also presents students with an important perspective through the application of economic principles involving choice, costs, incentives, rules, trade, and future consequences. These economic principles are explained by reference to an example of why the buffalo population in the United States nearly became extinct and why it is now recovering. The author concludes with suggestions for how teachers can bring an economic perspective into the classroom. Readers are provided with three ‘economic mysteries' as examples of classroom activities.
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17

Nippold, Marilyn A., and Michael P. Sullivan. "Verbal and Perceptual Analogical Reasoning and Proportional Metaphor Comprehension in Young Children." Journal of Speech, Language, and Hearing Research 30, no. 3 (September 1987): 367–76. http://dx.doi.org/10.1044/jshr.3003.367.

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In contrast to the common assumption that young children have little or no ability to reason by analogy or to comprehend proportional metaphors, the present study demonstrated that children as young as age 5 years have an emerging ability to solve both verbal and perceptual proportional analogy problems and to detect the meanings of proportional metaphoric sentences. These results were largely because the experimental tasks were designed to minimize the number of factors that would restrict the performance of young children. The results indicated that the years between 5 and 7 mark a steady improvement in analogical reasoning and proportional metaphor comprehension, but that children ages 5, 6, and 7 display a wide-ranging ability in these areas. It was also found that perceptual analogical reasoning was statistically related to verbal analogical reasoning and to proportional metaphor comprehension, and that perceptual analogical reasoning and proportional metaphor comprehension were both statistically related to receptive vocabulary development.
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18

Chin, D. B., I. M. Dohmen, and D. L. Schwartz. "Young Children Can Learn Scientific Reasoning with Teachable Agents." IEEE Transactions on Learning Technologies 6, no. 3 (July 2013): 248–57. http://dx.doi.org/10.1109/tlt.2013.24.

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19

Boyer, Ty W., Susan C. Levine, and Janellen Huttenlocher. "Development of proportional reasoning: Where young children go wrong." Developmental Psychology 44, no. 5 (2008): 1478–90. http://dx.doi.org/10.1037/a0013110.

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20

Niaz, Mansoor. "How Early Can Children Understand Some Form of ‘Scientific Reasoning’?" Perceptual and Motor Skills 85, no. 3_suppl (December 1997): 1272–74. http://dx.doi.org/10.2466/pms.1997.85.3f.1272.

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Recent findings show that children as young as 6 years of age understand some form of hypothetico-deductive reasoning. Perhaps scientific reasoning is based on complex processes that require considerable cognitive development before children can understand.
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21

Goswami, Usha, and Sabina Pauen. "The Effects of a “Family” Analogy on Class Inclusion Reasoning by Young Children." Swiss Journal of Psychology 64, no. 2 (June 2005): 115–24. http://dx.doi.org/10.1024/1421-0185.64.2.115.

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This paper investigates the role of analogies in logical reasoning as an important aspect of scientific thinking. In particular, we studied the role of analogical reasoning in the solution of Piagetian concrete operational tasks. Halford (1993) has suggested that 4- to 5-year olds should be able to solve Piagetian class inclusion tasks on the basis of analogies to the relational structure of the nuclear family. This idea was tested in two studies. Analogy effects on class inclusion reasoning were indeed found. These effects were strengthened by the provision of hints to use an analogy and by deeper initial processing of the relational structure of the analogy. The family analogy was applied equally to sets of natural kinds and artifacts. These results suggest that children use familiar relational structures as a basis for logical reasoning. It seems likely that analogies will be core to scientific reasoning as well.
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22

Ng, Rowena, Gail D. Heyman, and David Barner. "Collaboration promotes proportional reasoning about resource distribution in young children." Developmental Psychology 47, no. 5 (2011): 1230–38. http://dx.doi.org/10.1037/a0024923.

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23

Dias, M. G., and P. L. Harris. "The influence of the imagination on reasoning by young children." British Journal of Developmental Psychology 8, no. 4 (November 1990): 305–18. http://dx.doi.org/10.1111/j.2044-835x.1990.tb00847.x.

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24

Ng, Oi-Lam, and Nathalie Sinclair. "Young children reasoning about symmetry in a dynamic geometry environment." ZDM 47, no. 3 (January 22, 2015): 421–34. http://dx.doi.org/10.1007/s11858-014-0660-5.

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25

Zhong, Luojin, Myung Sook Lee, Yulan Huang, and Lei Mo. "Diversity Effect in Category-Based Inductive Reasoning of Young Children: Evidence from Two Methods." Psychological Reports 114, no. 1 (February 2014): 198–215. http://dx.doi.org/10.2466/10.11.pr0.114k17w3.

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Previous studies have shown that diverse pieces of evidence, rather than similar pieces of evidence, are considered to have greater strength in adults' inductive reasoning. However, this diversity effect is inconsistently recognized by children. Three experiments using the same materials but different tasks examined whether young children consider the diversity principle in their reasoning. Although Experiment 1 applied a data selection task showed five-year-old children in both China and Korea were not sensitive to the diversity of evidence, Experiments 2 and 3 employed an identification task and demonstrated that children as young as five years were sensitive to diverse evidence. These findings indicated that young children, less than nine years of age, may have diversity effect. Methodological and cultural differences were discussed.
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26

Ey, Lesley-Anne, Sue Walker, and Barbara Spears. "Young children’s thinking about bullying: Personal, social-conventional and moral reasoning perspectives." Australasian Journal of Early Childhood 44, no. 2 (March 18, 2019): 196–210. http://dx.doi.org/10.1177/1836939119825901.

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Research into young children’s understanding of bullying in the early years of schooling is limited. The current study examined young children’s understanding, explanations and reasoning behind whether behaviours represented in cartoon scenarios depicted bullying or non-bullying incidents. Seventy-seven children aged 4–8 years from one kindergarten and three schools in metropolitan South Australia participated in single, age-appropriate interviews with an early childhood educator/researcher. All children described each cartoon ( N = 77) explaining their reasons why they considered each one as bullying or not ( N = 76). Consistent with previous research which employed cartoon methodology with young children, findings indicated that children confused bullying with aggressive-only behaviour, resulting in over-labelling incidents as bullying. Examination of their thinking about bullying revealed that children in this study drew on moral reasoning perspectives and their understanding of relevant behavioural and social expectations and conventions.
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27

Ablard, Karen E., and Sherri L. Tissot. "Young Students' Readiness for Advanced Math: Precocious Abstract Reasoning." Journal for the Education of the Gifted 21, no. 2 (January 1998): 206–23. http://dx.doi.org/10.1177/016235329802100205.

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Academically talented students have precocious reasoning abilities and are ready for advanced math earlier than when it is typically offered. This study examined above-grade-level abstract reasoning abilities of 150 students ranging from 2nd-6th grades. Based on chi-square analyses, the distribution of students' scores on the Arlin Test of Formal Reasoning (Arlin, 1982, 1984) was not significantly different from distributions for a normative group of students four grade levels higher. An Age Level by Gender MANOVA revealed that understanding of various abstract concepts varied by age for only 4 of 8 subscales or concepts: Probability, Proportion, Momentum, and Frames of References. Performance varied widely within age level for the understanding of Volume, Correlation, Combination, and Mechanics. There may not be one age at which children acquire abstract reasoning and are ready for advanced mathematics.
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28

Nippold, Marilyn A., Barbara J. Erskine, and Donald B. Freed. "Proportional and Functional Analogical Reasoning in Normal and Language-Impaired Children." Journal of Speech and Hearing Disorders 53, no. 4 (November 1988): 440–48. http://dx.doi.org/10.1044/jshd.5304.440.

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Teachers often use analogies in classroom settings to clarify new concepts for their students. However, analogies may inadvertently confuse the youngster who has difficulty identifying the one-to-one comparisons underlying them. Although analogical reasoning has been studied extensively in normal children, no information was available concerning this construct in children having a specific language impairment. Thus, it was unknown to what extent they might be deficient in analogical reasoning. Therefore, in the present study, 20 children ages 6--8 years (mean age = 7:6) having normal nonverbal intelligence but deficits in language comprehension were administered tasks of verbal and perceptual proportional analogical reasoning and a problem-solving task of functional analogical reasoning. Compared to a normal-language control group matched on the basis of chronological age and sex, the language-impaired group was deficient in all three tasks of analogical reasoning. However, when the factor of nonverbal intelligence was controlled statistically, the differences between the groups on each of the tasks were removed. Additional findings were that verbal proportional analogical reasoning was significantly correlated to perceptual proportional analogical reasoning and to functional analogical reasoning. Implications for assessment and intervention with young school-age language-impaired children are discussed.
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29

Arvedson, Paula J. "Young Children With Specific Language Impairment and Their Numerical Cognition." Journal of Speech, Language, and Hearing Research 45, no. 5 (October 2002): 970–82. http://dx.doi.org/10.1044/1092-4388(2002/079).

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This study examined the enumeration and numerical reasoning levels of children with specific language impairment (SLI) compared to those of two groups of typically developing children: children matched for age (AM) and children matched for grammatical ability (GM). The children completed four numerical tasks: reproduction of sets, numerosity of sets, an addition/subtraction condition of the numerosity of sets, and transformation effects (conservation of number). Between-group analyses indicate that the children in the SLI group performed better than the children in the GM group for all set sizes of all tasks with one exception (set size 7 of the add/subtract task) and performed more poorly than the children in the AM group for 7 of the 16 trials. There was a strong correlation of count range with the reproduction of sets task for the children with SLI, but not for the children in the other two groups. The AM group consistently used verbal counting to facilitate numerical problem solving. Conversely prompting the children with SLI to use verbal counting while completing any of the numerical tasks resulted in a 50% decline in accuracy. Children need opportunities to strengthen numerical constructs, such as those enhanced through verbal counting. However, children with SLI also need opportunities to fortify their nonverbal enumeration and numerical reasoning without requiring the use of their deficit area.
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30

Koerber, Susanne, Beate Sodian, Claudia Thoermer, and Ulrike Nett. "Scientific Reasoning in Young Children: Preschoolers’ Ability to Evaluate Covariation Evidence." Swiss Journal of Psychology 64, no. 3 (September 2005): 141–52. http://dx.doi.org/10.1024/1421-0185.64.3.141.

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Preschool children’s basic scientific reasoning abilities were investigated in two experiments. Consistent with findings by Ruffman et al. (1993) , Experiment 1 showed that even 4-year-olds can evaluate patterns of covariation evidence. However, even 6-year-olds had difficulties interpreting non-covariation evidence. Experiment 2 showed that 5-year-olds could overcome this difficulty when prompted to expect no causal relationship between two variables. Experiment 2 further showed that preschoolers’ evidence evaluation skills were affected by their pre-existing causal beliefs. However, their performance was above chance even when the evidence contradicted a prior belief they held with some conviction. In sum, our results demonstrate a basic understanding of the hypothesis-evidence relationship in preschool children, thus contributing to a revision of the picture of the scientifically illiterate preschooler.
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31

Girotto, Vittorio, Paul Light, and Christopher Colbourn. "Pragmatic Schemas and Conditional Reasoning in Children." Quarterly Journal of Experimental Psychology Section A 40, no. 3 (August 1988): 469–82. http://dx.doi.org/10.1080/02724988843000023.

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Solving problems involving conditional relationships has been postulated to play a central role in the development of deductive reasoning, which itself underpins much cognitive developmental theory. The traditional Piagetian and “natural logic” approaches to this topic have more recently been challenged by findings that are more readily explained in terms of the concept of pragmatic schemas. On this basis it was predicted that even young “pre-formal” children would be able to succeed in a Reduced Array Selection Task if the test statement (referring to a previously told story about bees living in a hive) was couched in such a way as to evoke an authorization or permission schema. This proved to be the case in the present study involving 54 nine- and ten-year-old children: The permission condition elicited 70% globally correct solutions, compared to the 11% elicited by the formal control condition. Moreover, this facilitatory effect of the permission condition carried over to a second trial conducted in a standard way across all the conditions.
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32

Pletan, Michael D., Nancy M. Robinson, Virginia W. Berninger, and Robert D. Abbott. "Parents' Observations of Kindergartners Who are Advanced in Mathematical Reasoning." Journal for the Education of the Gifted 19, no. 1 (December 1995): 30–44. http://dx.doi.org/10.1177/016235329501900103.

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What behaviors and abilities do young, mathematically precocious children display? Are parents able to recognize such precocity? Questionnaires were completed by 100 parents of kindergarten-age children whom the parents thought to be mathematically precocious. Questions were derived from parents' spontaneous descriptions of the development of their children as well as behaviors consonant with items on two screening measures: the Arithmetic subtests of the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-R). The children, as a group, did well on the screening measures, achieving mean scores of 121.4 (92nd percentile) on the K-ABC and 124.9 (95th percentile) on the Wechsler subscales. The questionnaire asked parents 27 items about children's mathematical behavior and 18 items comparing the children with peers on nonmathematical skills. Five factors were found to characterize the parents' responses: (a) a general intellectual factor, (b) short- and long-term memory, (c) rote (rehearsed) memory, (d) spatial reasoning, and (e) specific relational knowledge. It was concluded that parents can indeed identify young children who are advanced in mathematical reasoning and can describe that mathematical behavior in coherent ways.
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33

Denaes, Caroline. "Analogical Matrices in Young Children and Students with Intellectual Disability: Reasoning by Analogy or Reasoning by Association?" Journal of Applied Research in Intellectual Disabilities 25, no. 3 (January 2, 2012): 271–81. http://dx.doi.org/10.1111/j.1468-3148.2011.00665.x.

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34

Sophian, Catherine, and Amy Wood. "Proportional reasoning in young children: The parts and the whole of it." Journal of Educational Psychology 89, no. 2 (1997): 309–17. http://dx.doi.org/10.1037/0022-0663.89.2.309.

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35

Spiker, Charles C., Joan H. Cantor, and Gayle V. Klouda. "The effect of pretraining and feedback on the reasoning of young children." Journal of Experimental Child Psychology 39, no. 2 (April 1985): 381–95. http://dx.doi.org/10.1016/0022-0965(85)90047-5.

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36

Wilson, P. Holt, Marrielle Myers, Cyndi Edgington, and Jere Confrey. "Fair Shares, Matey, or Walk the Plank." Teaching Children Mathematics 18, no. 8 (April 2012): 482–89. http://dx.doi.org/10.5951/teacchilmath.18.8.0482.

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Teaching young children to create equal-size groups is your treasure map for building students' flexible, connected understanding of and reasoning about ratios, fractions, and multiplicative operations.
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Tirosh, Dina, Pessia Tsamir, Ruthi Barkai, and Esther Levenson. "Engaging Young Children with Mathematical Activities Involving Different Representations: Triangles, Patterns, and Counting Objects." Center for Educational Policy Studies Journal 8, no. 2 (June 26, 2018): 9. http://dx.doi.org/10.26529/cepsj.271.

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This paper synthesises research from three separate studies, analysing how different representations of a mathematical concept may affect young children’s engagement with mathematical activities. Children between five and seven years old engaged in counting objects, identifying triangles and completing repeating patterns. The implementation of three counting principles were investigated: the one-to-one principle, the stable-order principle and the cardinal principal. Children’s reasoning when identifying triangles was analysed in terms of visual, critical and non-critical attribute reasoning. With regard to repeating patterns, we analyse children’s references to the minimal unit of repeat of the pattern. Results are discussed in terms of three functions of multiple external representations: to complement, to constrain and to construct.
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Pillow, Bradford H., Cara Allen, Natalie Low, and Taneisha Vilma. "Young Children’s Use of Gender for Inductive Generalizations about Biological and Behavioral Characteristics: The Influence of Gender Categories and Gender Stereotypes." Journal of Educational and Developmental Psychology 9, no. 2 (July 8, 2019): 37. http://dx.doi.org/10.5539/jedp.v9n2p37.

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Using a triad inductive reasoning task, we examined the influence of gender category information, gender stereotypes, and gender salience on young children’s (N = 72; 36 to 69 months of age) generalizations concerning novel biological and behavioral characteristics. Prior to the inductive generalization task, children heard vignettes in which a teacher either engaged in gender stereotyping (Stereotype condition), grouped children according to gender (Salience condition), or grouped children in a gender-neutral manner (Neutral condition). Children generalized on the basis of gender more often in the Stereotype condition than in the Neutral condition, but older children made gender-based inductions at above chance levels in the Neutral condition and for behavioral traits in the Salience condition. Stereotyping influenced gender-based reasoning, but did not appear to be necessary among older preschool children.
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39

Birch, Susan A. J., and Paul Bloom. "Children Are Cursed." Psychological Science 14, no. 3 (May 2003): 283–86. http://dx.doi.org/10.1111/1467-9280.03436.

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Young children have problems reasoning about false beliefs. We suggest that this is at least partially the result of the same curse of knowledge that has been observed in adults—a tendency to be biased by one's own knowledge when assessing the knowledge of a more naive person. We tested 3- to 5-year-old children in a knowledge-attribution task and found that young children exhibited a curse-of-knowledge bias to a greater extent than older children, a finding that is consistent with their greater difficulty with false-belief tasks. We also found that children's misattributions were asymmetric. They were limited to cases in which the children were more knowledgeable than the other person; misattributions did not occur when the children were more ignorant than the other person. This suggests that their difficulty is better characterized by the curse of knowledge than by more general egocentrism or rationality accounts.
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Ploger, Don, Penelope Fritzer, and Lee Klingler. "“What Do You Mean, ‘It's Impossible’?”." Teaching Children Mathematics 4, no. 3 (November 1997): 150–55. http://dx.doi.org/10.5951/tcm.4.3.0150.

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Young children are fascinated by the concept of impossible, and that interest can lead to an extended exploration in mathematical reasoning. This article describes a set of class-room-tested activities that help children develop convincing arguments by building on their intuitive ideas about what is impossible.
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Spinillo, Alina G., and Peter E. Bryant. "Proportional Reasoning in Young Children: Part-Part Comparisons about Continuous and Discontinuous Quantity." Mathematical Cognition 5, no. 2 (November 1999): 181–97. http://dx.doi.org/10.1080/135467999387298.

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42

Hirschfeld, Lawrence A. "On a Folk Theory of Society: Children, Evolution, and Mental Representations of Social Groups." Personality and Social Psychology Review 5, no. 2 (May 2001): 107–17. http://dx.doi.org/10.1207/s15327957pspr0502_2.

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Representing and reasoning about the social universe is a major task for the young child, one that almost certainly involves specialized knowledge structures. Individuals in interaction are fundamental elements of sociality, and, unsurprisingly, evolution has prepared children with special-purpose mechanisms for drawing attention to and processing information about persons. Social aggregates are also fundamental elements of human sociality, yet we know much less about the child's grasp of them and the institutions that mediate among them. One reason for this lacuna is that researchers have typically framed children's social knowledge according to how adultlike (or not) that understanding is. This article proposes that it may be more productive to approach children's social knowledge from the perspective of the child herself or himself. Arguably, even quite young children deploy lay theories of society that emerge from a special-purpose endogenous module for identifying and reasoning about human aggregates.
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Cai, Jinfa. "Research into Practice: Developing Algebraic Reasoning in the Elementary Grades." Teaching Children Mathematics 5, no. 4 (December 1998): 225–29. http://dx.doi.org/10.5951/tcm.5.4.0225.

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Direct modeling with concrete objects can be a powerful problem-solving strategy for young children (Chambers 1996). However, as problem situations become more complex. the value of more powerful strategies becomes apparent. An algebraic approach in which students first describe the problem using an unknow n in an equation and then solve for the unknown (Lesh, Post, and Behr 1987) is one such strategy.
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Köksal-Tuncer, Özgün, and Beate Sodian. "The development of scientific reasoning: Hypothesis testing and argumentation from evidence in young children." Cognitive Development 48 (October 2018): 135–45. http://dx.doi.org/10.1016/j.cogdev.2018.06.011.

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Koerber, Susanne, and Beate Sodian. "Reasoning From Graphs in Young Children: Preschoolers' Ability to Interpret Covariation Data From Graphs." Journal of Psychology of Science and Technology 2, no. 2 (October 1, 2009): 73–86. http://dx.doi.org/10.1891/1939-7054.2.2.73.

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46

Kline, Kate. "Learning to Think and Thinking to Learn." Teaching Children Mathematics 15, no. 3 (October 2008): 144–51. http://dx.doi.org/10.5951/tcm.15.3.0144.

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Encouraging children to think—independently and publicly—is possibly one of any teachers' most challenging and rewarding responsibilities. Young children's less-developed language and listening skills further complicate teachers' work at the early elementary level. Yet, I've been fortunate to work with many teachers who have embraced this challenge and use young children's unique attributes, such as their unmitigated curiosity, to center mathematics teaching on thinking and reasoning.
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Caron, Sandra L., and Ruth L. Wynn. "The Intent to Parent among Young, Unmarried College Graduates." Families in Society: The Journal of Contemporary Social Services 73, no. 8 (October 1992): 480–87. http://dx.doi.org/10.1177/104438949207300804.

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Issues surrounding intentions to parent are crucial given new reproductive technologies and increased infertility. Six hundred young, unmarried college graduates were interviewed concerning parenting plans. Coding categories, developed from their responses, were narcissistic concerns, societal concerns, generative concerns, attitudes toward children, and relationship concerns. Findings revealed a strong pronatalist bias that was supported primarily by narcissistic reasoning. The older men gave significantly more narcissistic and fewer generative reasons than did younger women. These results have important implications for family life education and family therapy practice.
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Wang, Wen-Cheng, Chung-Chieh Lee, and Ying-Chien Chu. "A Brief Review on Developing Creative Thinking in Young Children by Mind Mapping." International Business Research 3, no. 3 (June 11, 2010): 233. http://dx.doi.org/10.5539/ibr.v3n3p233.

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Mind mapping is a presentation form of radiant thinking, utilizing lines, colors, characters, numbers, symbols, image, pictures or keywords, etc. to associate, integrate and visualize the learned concept and evoke brain potential. Through mind maps, one’s attention, coordination ability, logic, reasoning, thinking, analyzing, creativity, imagination, memory, ability of planning and integration, speed reading, character, number, visuality, hearing, kinesthetic sense, sensation, etc. are significantly enhanced. “Picture” is not limited by nationality and language and is the best tool for young children to explore new things and learning. Because pictorial representation is one of the most primal human traits and drawing ability is better than writing ability in young children, learning and expressing through mind mapping prevents difficulties of writing, grammar and long description in children. Thus, this study reviews related researches to figure out whether mind mapping can be applied by young children to develop their creative thinking.
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SHARPE, DEAN, and GUY LACROIX. "Reasoning about apparent contradictions: resolution strategies and positive–negative asymmetries." Journal of Child Language 26, no. 2 (June 1999): 477–90. http://dx.doi.org/10.1017/s0305000999003840.

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APPARENT CONTRADICTIONS, e.g. Did Susan like her supper? – Yes and no, involve asserting and denying the same proposition. They therefore violate the classical LAW OF NON-CONTRADICTION, suggesting the use of non-classical INTERPRETIVE STRUCTURES in natural language and reasoning. Experiment 1 explores the range of such interpretive structures available to adults (n = 24) in their reasoning about an apparent contradiction. Experiment 2 uses a similar task to study the emergence of these interpretive structures in young children's reasoning (3;6 to 8;4, n = 48). Results suggest an early facility with resolution strategies relating to OBJECT STRUCTURE (as in, Maybe Susan liked one part of supper but didn't like another part) and an initial tendency to focus on the negative by referring to it first (as in, Maybe Susan didn't like one part of supper but did like another part). We discuss the results in terms of the NATURAL LOGIC of objects and their properties, and the LOGICAL RESOURCES available to young children.
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Casey, Beth, and Barbara Bobb. "Early Childhood Corner: The Power of Block Building." Teaching Children Mathematics 10, no. 2 (October 2003): 98–102. http://dx.doi.org/10.5951/tcm.10.2.0098.

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The ability to build complex structures with blocks is a powerful tool that can benefit all children. This article presents research on the importance of block building in developing spatial reasoning and explains the mathematics underlying block building. As an example of how teachers can systematically incorporate mathematics into block-building activities, this article describes elements of a new book on block building, Sneeze Builds a Castle (Casey, Paugh, and Ballard 2002). This book is part of a series of storytelling and mathematics supplementary books, 'Round the Rug Math: Adventures in Problem Solving, written with the support of a National Science Foundation grant and designed to facilitate spatial reasoning in young children (Casey, in press).
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