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ERIC Number: ED428089
Record Type: Non-Journal
Publication Date: 1998-Oct
Pages: 22
Abstractor: N/A
Reference Count: N/A
Dynamic Assessment of Inductive Reasoning: A Test of Induced versus Imposed Mediation.
Dillon, Ronna F.
The importance of dynamic testing procedures for understanding reasoning and its underlying cognitive processes as well as for increasing validity is investigated. An experiment tested the premise that African American and White college students demonstrate equivalent inductive reasoning ability when tested under induced mediation procedures, where they are encouraged to structure their own thought processes. Subject verbalization procedures foster induced mediation, while experimenter verbalization foster imposed mediation. Participants (77 White and 45 African American undergraduates) performed better under the two dynamic conditions than under standard procedures. In addition, an interaction was found between ethnic group membership and testing condition. White participants performed equally well under either dynamic condition, while African American participants performed better under subject-directed, induced mediation than under experimenter-directed imposed mediation. As hypothesized, no differences are found between African American and White college students under induced mediation procedures. Also, validity data are consistent with earlier findings that point to the importance of considering the role of learner attributes in testing for elucidating intelligence or ability. Previous reports of White college undergraduates outperforming their African American peers on tests of general intellectual ability are due to a greater incompatibility between demands of the testing situation and preferred processing tactics for African American participants than for White participants. (Contains 1 table and 38 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A