ERIC Number: ED225815
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Developmental Differences in Strategies for Solving Figural Matrices.
Foorman, Barbara R.; And Others
In order to study children's strategies for solving geometric matrices similar to those in the Raven's Progressive Matrices, ninety 7-, 10-, and 13-year-old boys and girls were administered tests of auditory and visual memory, the Raven's, and geometric matrices. The matrices varied in number of elements (1 to 3) and number of transformations (0 to 2). The fact that the 10- and 13-year-olds increased their latency to solution with increased item complexity on correctly completed matrices suggests support for a two-component process of identification of elements and specification and execution of transformations. However, high error rates for all ages on one particular item type for incorrectly completed matrices suggested strategies which focused on specifying transformations to the exclusion of identifying elements or executing transformations. Solution of figural matrices for 10- and 13-year-olds appeared to place demands on both visual and auditory memory. (Author/MP)
Descriptors: Cognitive Development, Cognitive Processes, Educational Research, Elementary Secondary Education, Geometric Concepts, Learning Theories, Mathematics Education, Matrices, Memory, Problem Solving
Barbara Foorman, Department of Educational Psychology, College of Education, University of Houston, Houston, TX 77004
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Houston Univ., TX.
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Parts of the report presented at Southwest Psychological Association (Dallas, TX, April 1982) and at the American Psychological Association (Washington, DC, August 1982).