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ERIC Number: EJ528195
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0737-0008
Who Reasons Well? Two Studies of Informal Reasoning among Children of Different Grade, Ability, and Knowledge Levels.
Means, Mary L.; Voss, James F.
Cognition and Instruction, v14 n2 p139-78 1996
Two experiments examined the relationship between reasoning skills, student grade, ability, and knowledge levels. Findings were interpreted in terms of a two-component model: a knowledge-experiential component and the conventions of reasoning. Results indicated that consideration of the relation of reasoning to learning and to instruction emphasized the importance of teaching informal reasoning skills. (MOK)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A