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1.
Explaining appears to dominate primary teachers’ understanding of mathematical reasoning when it is not confused with problem solving. Drawing on previous literature of mathematical reasoning, we generate a view of the critical aspects of reasoning that may assist primary teachers when designing and enacting tasks to elicit and develop mathematical reasoning. The task used in this study of children’s reasoning is a number commonality problem. We analysed written and verbal samples of reasoning gathered from children in grades 3 and 4 from three primary schools in Australia and one elementary school in Canada to map the variation in their reasoning. We found that comparing and contrasting was a critical aspect of forming conjectures when generalising in this context, an action not specified in frameworks for generalising in early algebra. The variance in children’s reasoning elicited through this task also illuminated the difference between explaining and justifying.  相似文献   

2.
Fluid/spatial intelligence, crystallized intelligence and their relationships to verbal and visuospatial working memory (WM) were studied. A total of 120 Finnish Air Force recruits participated in this study. Fluid/spatial intelligence was assessed using four different tasks, while crystallized intelligence was defined with the help of test scores of Finnish upper secondary school National Matriculation Tests in three different academic subjects and one additional Verbal Relations task. Complex WM span tasks were used to measure visuospatial and verbal WM capacities. Structural equation modeling indicated that verbal WM was related to crystallized intelligence when both WM tasks were included in the model, whereas performance on the visuospatial WM task was related to fluid/spatial intelligence, but not to crystallized intelligence. Verbal WM was not related to fluid intelligence when used as a single WM predictor. The results indicate that verbal WM might be related to verbal ability and learning at school, while visuospatial WM is relatively strongly related to nonverbal reasoning and spatial visualization. The current results further suggest that WM capacity is not a unitary system.  相似文献   

3.
The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study.  相似文献   

4.
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

5.
This study examines progression trends of Chinese students’ scientific reasoning skills across grade levels from elementary school to university. A large-scale survey using the Classroom Test of Scientific Reasoning (CTSR) was conducted with 2669 Chinese students at 13 grade levels (grades 4–16). The construct validity of the CTSR was first examined using Rasch analysis to verify that the various reasoning sub-skills targeted by the test (hypothetical-deductive reasoning, proportional reasoning, correlation reasoning, probabilistic reasoning, and control of variables) form a cohesive cognitive construct. Based on an affirmative result, we proceeded to fit grade-level averages to the best-fit logistic regression model and generated trend lines for the reasoning sub-skills measured by the CTSR. Results show that the cross-grade progression trends generally follow continuous paths through increasingly greater levels of improvement. While all sub-skills display a noticeable growth during middle and high school years, they progress across the grades with different rates. Specifically, the development of proportional reasoning is fast-paced and large, but the progression of hypothetical-deductive reasoning and control of variables is markedly tardy and small. Formal science instruction, particularly the emergence of multiple domain-specific science courses in middle and high school, can influence the cross-grade progression trends. Possible causes and future improvement in science education are proposed. This study contributes to our understanding about the development of scientific reasoning and offers important implications for science instruction and research at different grades.  相似文献   

6.
Scientists frequently construct explanatory models based on information they read about scientific phenomena. Modeling is a complex task involving reasoning about what information from multiple texts, including verbal and visual representations, is task-relevant and how it relates to the model. In this study, ninth graders were randomly assigned to a text-based modeling task with or without an instructional tool designed to support selection and elaborative processing of relevant information. Participants completed prompted self-explanation protocols during the modeling task and a learning task afterward. Participants with the instructional tool demonstrated better model construction and learning. Self-explanation analyses indicated more elaborative processing of relevant information for those with the tool. Elaboration of relevant information significantly mediated the instructional tool effect, indicating that it is not the tool, but the forms of processing that it encouraged, that underlies better model construction and learning. Implications for science literacy instruction are discussed.  相似文献   

7.
Two experiments explored the relationship between 15‐16‐year‐old ninth‐formers’ working memory (WM) capacity and school achievement. In the first experiment, WM capacity was measured administering complex WM span tests on 107 subjects. These measures correlated highly significantly with performance in four school subjects: mathematics, foreign language, Finnish (native language) and geography. In the second experiment, additional WM tasks were used to measure two WM components: the phonological loop and the central executive component as suggested by Baddeley (1986). The tasks that were assumed to measure the central executive were strongly linked to performance in school subjects. Maximally, they shared 31 % of the variance with school achievement. Partial correlations showed that digit span correlated, independently of the central executive measures, with performance in foreign language. This result suggested that the phonological loop is specifically related to foreign language learning. The relationship between WM and the general intelligence factor g is discussed.  相似文献   

8.
Performance in science reasoning tasks is a significant objective in modem science instruction and increasing emphasis is being placed on the development of higher cognitive processes in science education. An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. As the neuromathematical model includes a variable representing verbal ability, it is to be expected that a direct relationship exists between the amount of knowledge gained as predicted by the model and reasoning ability. The purpose of this research is to derive a formal quantitative statement for the relationship between knowledge acquisition predicted by the neuromathematical equation and scientific reasoning skills. A linear regression equation is obtained relating performance on a science reasoning task to the amount of information acquired as predicted by the neuromathematical model. This research provides a first approximation to providing a theoretical and empirical link between information processing and higher cognitive thought processes in science education.  相似文献   

9.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading.  相似文献   

10.
The purpose of this study was to investigate whether a general or specific working memory (WM) system is related to writing and whether individual differences in reading and/or processing efficiency underlie the correlations between WM and writing. Two studies correlated WM with writing (Test of Written Language-TOWL) and reading measures. In Study 1, WM was correlated significantly with a number of writing measures, particularly to those measures related to text generation. Working-memory also contributed unique variance to writing, beyond what is predicted by reading comprehension. Study 2 compared the correlations of verbal and visual-spatial WM measures with the TOWL under initial and enhanced memory processing (dynamic assessment) conditions. The coefficients were statistically comparable between initial and enhanced processing conditions, suggesting that individual differences in processing efficiency do not account for the correlations between WM and writing. Overall, the results indicated that (a) WM measures contribute unique variance to writing, especially text generation, and (b) working memory performance improves under gain conditions, but this enhanced processing efficiency did not appear to mediate the links between WM and writing. Taken together, the two studies support a general capacity explanation for the relationship between working memory and text generation.  相似文献   

11.
The present study tested both the processing and storage of functions of working memory (WM) and whether WM in low-order and high-order writing processes follows the same pattern as in reading. The influence of WM on creative writing was also tested. Forty-seven high school students participated in this study. A test of written language was administered to the subjects, comprising the following subtests spelling, vocabulary, style, logical sentence, sentence combining, thematic maturity, contextual vocabulary, syntactic maturity, contextual spelling, contextual style. A WM reading comprehension test was also conducted. The overall findings of the study indicate significant relationships between WM measures and reading and writing in English as a second language.  相似文献   

12.
Field independence describes the extent to which individuals are influenced by context when trying to identify embedded targets. It associates with cognitive functioning and is a predictor of academic achievement. However, little is known about the neural and cognitive underpinnings of field independence that lead to these associations. Here, we investigated behavioral associations between two measures of field independence (Children's Embedded Figures Test [CEFT] and Design Organization Test [DOT]) and performance on tests of mathematics (reasoning and written arithmetic) and science (reasoning and scientific inquiry) in 135 children aged 5–10 years. There were strong associations between field independence and mathematics and science, which were largely explained by individual differences in age, intelligence, and verbal working memory. However, regression analyses indicated that after controlling for these variables, the CEFT explained additional variance on the mathematical reasoning and science tests, whereas the DOT predicted unique variance on the written arithmetic test.  相似文献   

13.
Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview questions after watching a video of one of their students engaged in a science problem solving task. Over a 5-year period, 206 teacher interviews were conducted with a total of 133 teachers. Results indicated significant differences across the dimensions of pedagogical reasoning complexity as teachers expressed both deficit and resource oriented thinking.  相似文献   

14.
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish–English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills.  相似文献   

15.
Integrative processing of verbal and graphical information is crucial when students read an illustrated text to learn from it. This study examines the potential of a novel approach to support the processing of text and graphics. We used eye movement modeling example (EMME) in the school context to model students' integrative processes of verbal and pictorial information by replaying a model's gazes while reading an illustrated text on a topic different from that of the learning episode. Forty-two 7th graders were randomly assigned to an experimental (EMME) or a control condition (No-EMME) and were asked to read an illustrated science text about the food chain. Online measures of text processing and offline measures of reading outcomes were used. Eye-movement indices indicated that students in the EMME condition showed more integrative processing than students in the No-EMME condition. They also performed better than the latter in the verbal and graphical recall, and in the transfer task. Finally, the relationship between the duration of reprocessing the graphical segments while rereading the correspondent verbal segments and transfer performance was stronger in the EMME condition, after controlling for the individual differences of prior knowledge, reading comprehension, and achievement in science. Overall, the findings suggest the potential of eye-tracking methodology as an instruction tool.  相似文献   

16.
The validity of the SAT as an admissions criterion for Latinos and Asian Americans who are not native English speakers was examined. The analyses, based on 1997 and 1998 UCSB freshmen, focused on the effectiveness of SAT scores and high school grade-point average (HSGPA) in predicting college freshman grade-point average (FGPA). When regression equations were estimated based on all students combined, some systematic prediction errors occurred. For language minorities, using only high school grades as a predictor led to predicted FGPAs that tended to exceed actual FGPAs, particularly for Latinos. Including SAT scores in the equation notably reduced prediction bias. Further analyses showed that, while HSGPA had the highest correlation with FGPA for most groups, SAT verbal score was the strongest predictor of FGPA for language minorities in 1998. An overriding conclusion is that combining data across language groups can obscure important test validity information.  相似文献   

17.
The concept of energy is one key component of science education curricula worldwide. While it is still being taught in many science classrooms from a mainly conceptual knowledge perspective, the need to frame the concept of energy as a socioscientific issue and implement it in the context of citizenship education and education for sustainable development, is getting more and more explicit. As we will be faced with limited fossil fuels and the consequences of global climate change in the future, students have to be supported in becoming literate citizens who are able to reach informed energy-related decisions. In this article, we focus on students’ reasoning and decision-making processes about socioscientific energy-related issues. In more detail, we developed a paper-and-pencil measurement instrument to assess secondary school students’ competencies in this domain. The functioning of the measurement instrument was analysed with a sample of 850 students from grades 6, 8, 10 and 12 using item response theory. Findings show that the measurement instrument functions in terms of reliability and validity. Concerning student ability, elaborate reasoning and decision-making was characterised by the use of trade-offs and the ability to weigh arguments and to reflect on the structure of reasoning and decision-making processes. The developed measurement instrument provides a complement for existing test instruments on conceptual knowledge about the concept of energy. It aims to contribute to a change in teaching about energy, especially in physics education in the sense of education for sustainable development.  相似文献   

18.
This investigation examined the efficacy of a verbal scaffolding instructional program designed to teach young children how to use private speech while working on school tasks and problems. Two different contexts for solving problems were used; common school tasks and analogical reasoning problems. Thirty-four 5-year olds who attended public school kindergartens were assigned to either the comparison group or the treatment group. Comparison group subjects were presented with a series of 8 lessons which focused on a cognitive strategy to be used in the solutions of geometric analogy problems. Treatment group subjects were presented with a series of 8 lessons which employed cognitive self-instruction in a verbal scaffolding format. After initial instruction using self-verbalizations, treatment group subjects were shown how to apply the cognitive self-instruction to routine school tasks and geometric analogy problems. The data analysis revealed that there was an effect on the treatment group's use of 3 of the 4 levels of private speech. When the two groups were compared, the treatment group used significantly less task irrelevant private speech and significantly more task relevant private speech. There were no significant differences between the two groups on the post-assessment of geometric analogy reasoning. Additionally, when the two groups were compared there were positive effects of the instructional program on the treatment group's classroom behavior (near transfer) and locus of control scores (far transfer). The results of this study provide support for the use of cognitive self-instruction to improve young children's problem-solving private speech in the context of a public school classroom.Portions of this paper were presented at the 2nd Annual European Congress of Psychology, Budapest Hungary, July 1991 by the first author.This paper was presented at the 1993 annual meeting of the American Educational Research Association, Atlanta, GA.  相似文献   

19.
The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native Dutch speakers who started learning English at secondary school (grade 7). We examined whether differences in L2 between the two groups reflect differences in L1 with regard to reading and relevant subskills. In addition, the relationship between reading and its predictors within and across the two languages was investigated. Between group differences were similar in L1 and L2 when task conditions involved high levels of phonological and orthographic complexity or demanded speeded processing. Furthermore, serial rapid naming predicted speeded word reading in both languages and L2 text reading accuracy, while L2 phoneme awareness and orthographic knowledge explained unique variance in L2 text reading accuracy. Cross-linguistic prediction revealed that speeded word reading predicted its counterpart from L1 to L2 and vice versa. Serial rapid naming explained additional variance in the prediction of L2 from L1. After exclusion of the reading predictor from the model, serial rapid naming was the most consistent cross-linguistic predictor, while L2 orthographic knowledge explained a small amount of unique variance in L1 speeded word reading.  相似文献   

20.
To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement.  相似文献   

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