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Article de revue:
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ID no. (ISBN etc.): 0009-3920
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Clé de citation BibTeX: Moore1991
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Moore, C. F., & Others, A. (1991). Components of understanding in proportional reasoning: A fuzzy set representation of developmental progressions. Child Development, 62(3), pp. 441–459.
Ajoutée par: Sterenn Audo 2008-02-19 11:41:52 Dernièrement modifiée par: Sterenn Audo 2008-02-19 15:00:44
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Catégories: Full text, Raisonnement
Descripteurs: Age Differences; Cognitive Development; College Students; Computation; Developmental Psychology; Elementary School Students; Estimation (Mathematics); Individual Development; Intuition; Prediction; Problem Solving; Temperature, Formal Computational Knowledge; Fuzzy Set Theory; Intuitive Knowledge; Proportional Reasoning
Auteurs: Moore, Others
Collection: Child Development
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Nombre de vues: 270
Popularité: 24.48%
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Résumé
The development of proportional reasoning was examined using a temperature mixture task. Each individual's task understanding was assessed by components measuring understanding of various principles of the task. Age differences were found in the mean component scores. More important, different patterns of components were found depending on whether the task was presented numerically or nonnumerically. Component patterns also depended on whether the task was presented such that subjects predicted the outcome of combining 2 containers of water at different temperatures (prediction task) or such that subjects inferred 1 of the 2 initial temperatures given the final temperature (reverse task). The results show the importance of distinguishing between intuitive knowledge and formal computational knowledge of proportional concepts and provide a new perspective on how intuitive and computational knowledge are related during development. Finally, the results also led to a new conceptualization of developmental levels as categories with fuzzy boundaries. Under this conceptualization, individuals can have different degrees of membership in "fuzzy developmental levels." This new concept preserves individual differences but also describes the sequence of development. [ABSTRACT FROM PUBLISHER]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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