Educating parents to enhance children’s reasoning abilities: A focus on questioning style

2020 ◽  
Vol 66 ◽  
pp. 101102
Author(s):  
Andrea M. Spruijt ◽  
Tim B. Ziermans ◽  
Marielle C. Dekker ◽  
Hanna Swaab
Keyword(s):  
Reasoning Abilities ◽  
Questioning Style

Factor Structure of the Hellenic WISC-III for Children with Learning Disabilities

2018 ◽  
Vol 9 (03) ◽  
pp. 20445-20451
Author(s):  
Adam A ◽  
Kiosseoglou G ◽  
Abatzoglou G ◽  
Papaligoura Z.
Keyword(s):  
Learning Disabilities ◽  
Factor Structure ◽  
Factor Model ◽  
The Other ◽  
Clinical Value ◽  
Reasoning Abilities ◽  
Picture Arrangement ◽  
Factorial Model ◽  
Verbal Subtest ◽  
Two Factors

The present research aims to examine the factor structure of the Hellenic WISC-III in a sample of 50 children with learning disabilities. The results show the existence of a factorial model with two factors, one aggregating the Comprehension verbal subtest with four performance subtests and the other the Picture Arrangement performance subtest with four verbal subtests. This two-factor model includes loadings in two factors that relate to the sequencing abilities and the verbal reasoning abilities of children. These findings assert the clinical value of the intelligence evaluation in these children.

Individual Differences in Reward‐Based Learning Predict Fluid Reasoning Abilities

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Andrea Stocco ◽  
Chantel S. Prat ◽  
Lauren K. Graham
Keyword(s):  
Individual Differences ◽  
Reasoning Abilities ◽  
Fluid Reasoning

Scientific Reasoning in Young Children: Preschoolers’ Ability to Evaluate Covariation Evidence

2005 ◽  
Vol 64 (3) ◽  
pp. 141-152 ◽  
Author(s):  
Susanne Koerber ◽  
Beate Sodian ◽  
Claudia Thoermer ◽  
Ulrike Nett
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Causal Relationship ◽  
Scientific Reasoning ◽  
Causal Beliefs ◽  
Prior Belief ◽  
Reasoning Abilities ◽  
Evidence Evaluation ◽  
Basic Understanding

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.

The Development of American Sign Language–Based Analogical Reasoning in Signing Deaf Children

2019 ◽  
Vol 62 (1) ◽  
pp. 93-105
Author(s):  
Jon Henner ◽  
Rama Novogrodsky ◽  
Catherine Caldwell-Harris ◽  
Robert Hoffmeister
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Analogical Reasoning ◽  
Developmental Trajectory ◽  
Home Language ◽  
Deaf Children ◽  
Chronological Age ◽  
American Sign ◽  
Reasoning Abilities ◽  
Development Of Language

Purpose This article examines whether syntactic and vocabulary abilities in American Sign Language (ASL) facilitate 6 categories of language-based analogical reasoning. Method Data for this study were collected from 267 deaf participants, aged 7;6 (years;months) to 18;5. The data were collected from an ongoing study initially funded by the U.S. Institute of Education Sciences in 2010. The participants were given assessments of ASL vocabulary and syntax knowledge and a task of language-based analogies presented in ASL. The data were analyzed using mixed-effects linear modeling to first see how language-based analogical reasoning developed in deaf children and then to see how ASL knowledge influenced this developmental trajectory. Results Signing deaf children were shown to demonstrate language-based reasoning abilities in ASL consistent with both chronological age and home language environment. Notably, when ASL vocabulary and syntax abilities were statistically taken into account, these were more important in fostering the development of language-based analogical reasoning abilities than were chronological age and home language. We further showed that ASL vocabulary ability and ASL syntactic knowledge made different contributions to different analogical reasoning subconstructs. Conclusions ASL is a viable language that supports the development of language-based analogical reasoning abilities in deaf children.

scholarly journals Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos

2016 ◽  
Vol 32 (3) ◽  
pp. 628 ◽  
Author(s):  
Tatiana De Cassia Nakano ◽  
Ricardo Primi ◽  
Walquiria De Jesus Ribeiro ◽  
Leandro S. Almeida
Keyword(s):  
Children And Adolescents ◽  
Divergent Thinking ◽  
Fluid Intelligence ◽  
Gifted Students ◽  
Latent Factors ◽  
Reasoning Abilities ◽  
Verbal Creativity ◽  
Metaphor Production ◽  
Figural Fluency ◽  
Regular Students

<p class="Abstract">We test the utility of the Battery for Giftedness Assessment (BaAH/S) in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a) fluid intelligence, (b) metaphor production (verbal creativity), (c) figural fluency (figural creativity), and (d) divergent thinking figural task quality (figural creativity). A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866) and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified). Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relatively higher in academic giftedness group than artistic (<em>r </em>= .39 vs <em>r </em>=.14). Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (<em>r </em>= .25 and <em>r</em> = .21 vs .14). We emphasizes the importance of assessing creativity in different domains in addition to intelligence to improve the understanding of giftedness and talent.</p>

scholarly journals The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults

2020 ◽  
Vol 32 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Frank Reinhold ◽  
Sarah Hofer ◽  
Michal Berkowitz ◽  
Anselm Strohmaier ◽  
Sarah Scheuerer ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Young Female ◽  
Word Problem Solving ◽  
Complex Word ◽  
Reasoning Abilities

scholarly journals Resource for teachers on the "Ocean and Cryosphere in a Changing Climate"

2021 ◽  
Author(s):  
Lydie Lescarmontier ◽  
Eric Guilyardi ◽  
Simon Klein ◽  
Djian Sadadou ◽  
Mathilde Tricoire ◽  
...  
Keyword(s):  
Climate Change ◽  
Educational Resources ◽  
Lower Secondary School ◽  
Special Report ◽  
Climate Change Education ◽  
Reasoning Abilities ◽  
Changing Climate ◽  
Teacher Handbook ◽  
Selection Of

&lt;div&gt; &lt;div&gt; &lt;div&gt; &lt;p&gt;The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students&amp;#8217; reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:&lt;/p&gt; &lt;p&gt;1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry- based science education, role-play, debate, projectbased learning.&lt;/p&gt; &lt;p&gt;2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom.&lt;/p&gt; &lt;p&gt;3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.&lt;/p&gt; &lt;p&gt;4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.&lt;/p&gt; &lt;p&gt;5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.&lt;/p&gt; &lt;/div&gt; &lt;/div&gt; &lt;/div&gt;

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