MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02167nam a2200253Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
180926s2016 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Jablansky, Sophie. |
| 245 #0 - TITLE STATEMENT |
|---|
| Title |
Developmental differences in relational reasoning among primary and secondary school students / |
| Statement of responsibility, etc. |
Sophie Jablansky, Patricia A. Alexander, Denis Dumas, Vicki Compton |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Date of publication, distribution, etc. |
May 2016 |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Number of part/section of a work |
108 : 4, page 592-608 |
| Title |
Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Relational reasoning, the ability to discern meaningful patterns within a stream of information, is considered a critical capacity for students. However, little is known about how this ability is demonstrated by children of different ages in the context of discourse with a more knowledgeable other. Thus, this study sought to investigate the ways in which 4 forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antitheses) manifested in semistructured conversations between a researcher and child about the form and function of more or less familiar objects. Participants were a nationally representative cross-sectional sample of 61 New Zealand primary and secondary students, divided into 3 grade groups: early (Kindergarten through second), middle (fourth through eighth), and late (tenth through eleventh). Results indicated that children as young as 5 years old were capable of using all 4 forms of relational reasoning in discourse. Furthermore, analysis revealed a curvilinear trajectory in the observed versus expected frequencies of relational reasoning among the groups. Finally, in terms of the individual forms of relational reasoning, analogies and anomalies occupied a smaller proportion of relational talk when children were older, whereas antinomies and antitheses occupied a greater proportion. Implications for research and practice are forwarded. |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Analogy. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Anomaly. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Antithesis. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Development. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Relational reasoning. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| Cataloger's initials, CIN (RLIN) |
82316 |
| First Date, FD (RLIN) |
140679 |
