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ERIC Number: ED256568
Record Type: Non-Journal
Publication Date: 1985
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Formal Reasoning Skills of Secondary School Students as Related to Gender, Age, School Type and Learning Abilities.
Shemesh, Michal; Lazarowitz, Reuven
This study investigated: (1) whether boys and girls master formal reasoning tasks to the same degree at the same age; (2) if the variance of boys' and girls' performance in formal tasks could be predicted by the same cognitive learning abilities; and (3) what are the main and interactional effects of age, sex, and school type on the variance of performance scores on formal reasoning tasks. Level of subjects' performance in formal tasks (subjects included 319 students from urban schools and 92 students from kibbutzim and small villages) was measured using a video-taped group test (VTGT) demonstration. The VTGT measured conservation and volume displacement, proportional reasoning, control of variables, combinatorial analysis, probabilistic reasoning, and correlational reasoning. Among the findings are those showing: that boys surpassed girls in VTGT performance in grades 7 through 11; that although the percentage of formal reasoners increased with age, half of the students in the total sample were in the concrete operational reasoning stage (this finding strengthens the universality of Piaget's cognitive development model); and a higher rate of cognitive development was found for kibbutzim students compared to urban students. Implications of these and other findings (including those related to spatial ability) for science instruction are addressed. (JN)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel