Age, memory load, and individual differences in working memory as determinants of class-inclusion reasoning.

We studied the effects of individual differences in speak-span scores and variations in memory demands on the class-inclusion performance of 10-, 13-, and 15-year-old children. The speak-span task was an age-appropriate modification of Daneman and Carpenter's (1980) reading-span task and was considered to be a measure of global resources. The age variable was assumed to be a global index of skill development, and some of the specific skills hypothesized to be important in class-inclusion reasoning were estimated using a mathematical model.

Individual differences in working memory and reasoning-remembering relationships in solving class-inclusion problems.

In the present experiment, we evaluated the effects of individual differences in reading span and variation in memory demands on class-inclusion performance. One hundred twenty college students whose reading spans ranged from low to medium to high (as indexed by a computerized version of the Daneman and Carpenter [1980] reading-span task) solved 48 class-inclusion problems. Half of the subjects had the solution information available when the problems were presented; the other half performed a detection task between solution information and problem presentation.

The Sources of Children's Errors during Nonisomorphic Analogical Transfer: Script Theory and Structure Mapping Theory.

Nonisomorphic analogical transfer and procedural change were examined among 96 second and third graders. Hybrid versions of missionaries/cannibals and jealous husbands problems were used to provide three acquisition and two transfer tasks that were combined factorially, yielding six combinations. New constraints were added in transfer that altered the problem space and complicated the task.

Reasoning from memory: a lifespan inquiry into the necessity of remembering when reasoning about class inclusion.

In the current experiment, we evaluated the relationship between reasoning and remembering across the lifespan (10-, 13-, 15-, 23-, and 67-year-olds) using color and number class-inclusion tasks. Subjects made judgments when memory load or information load was either high or low. Reading latency, choice latency, and choice accuracy data were collected and analyzed using formal models that partitioned memory and reasoning as well as type of reasoning strategy.

Reasoning in middle childhood: a dynamic model of performance on transitivity tasks.

An overview of the models and data relevant to children's transitive reasoning is provided. We propose a new conceptual framework, one which is embedded in a dynamic model that accounts for children's failures to reason transitively. It is assumed that rather than reasoning in a transitive manner, children often encode both relational and absolute stimulus information and use stimulus generalization as a transfer mechanism.

Dynamic modeling, chaos, and cognitive development.

We provide an introduction to the essential constructs involved in dynamic modeling. These constructs are then related to issues in psychological development. In particular, we discuss stages, states, sequences, and pure transition models as well as cross-sectional and longitudinal experimental designs.

Development of the middle concept.

Children's use of the middle concept was assessed in two developmental studies. In Experiment 1, children in kindergarten through Grade 5 were given middle-size pretraining followed by the presentation of sets of three stimuli representing eight novel dimensions. There was a marked improvement in the mastery of the middle concept across elementary school grades.

On measuring (in)dependence of cognitive processes.

The authors provide a critical evaluation of the use of stochastic independence in psychological research. Specifically, they consider problems of confirming the null hypothesis, power of the statistical test, Simpson's paradox, and between-subjects and within-subject correlations. These problems are discussed in the context of research on theories of memory and cognitive development and illustrated with data on reasoning-remembering relationships.

An investigation of factors contributing to the apparent overselective responding of mentally retarded children.

2 experiments are described in which the performances of younger MA and older MA retarded children are compared. The experiments were conducted in an attempt to explain why younger MA children appear to be overselective on discrimination tasks containing relevant redundant cues. In experiment 1, the younger MA children were more likely than the older MA children to learn the discrimination on a configurational basis.