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ERIC Number: ED187471
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
Logical Structures Underlying Combinatorial Reasoning.
Glick, Rochelle; Martorano, Suzanne
This study was designed to examine the processes underlying developmental changes in children's (1) use of combinatorial strategy, and (2) comprehension of conjunctive and disjunctive propositional relationships. A total of 108 children from third, sixth and eighth grades participated in this study. Each child was administered three tasks (traditional, disjunctive, and conjunctive) and received either the traditional univariate colored token described by Inhelder and Paiget, or one of two bivariate tasks. In the traditional task situation the child was presented with multiple instances of half-circle shapes of six different colors arranged in a row, and was instructed to make all the different pairs of colors possible, using two different colors in each pair. In the disjunctive task, multiple instances of red, blue, and yellow squares and circles were arranged in a row and the child was instructed to make all the different possible pairs, using either a different color or a different shape in each pair. In the conjunctive task, each child was presented with the same stimuli as in the disjunctive task but this time was instructed to make all the different possible pairs using a different color and a different shape in each pair. Performance criteria based on descriptions by Inhelder and Piaget of the behavior characteristics of each substage of development on the colored tokens task were used to rate each child's use of a combinatorial strategy. Results suggest that (1) use of a combinatorial strategy is significantly affected by the dimensional complexity of the task, and (2) comprehension of disjunctive and conjunctive propositional relationships does not differ in children within the age range included in this study. (Author/MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A