Developmental sequences in class reasoning and propositional reasoning

Article Abstract:

A range of developmental sequences theorized to exist in the domains of children's class and propositional reasoning were examined. The proposed developmental relationship between them is empirically explored. The tasks selected are mainly derived from Pieagetian action theory. Piaget used children's class reasoning to demonstrate that the progression to higher levels of operational thought reflected increasingly complex coordinations of affirmation and negation. The order-theoretical prediction that different groups of items account for solution differences between grade results was supported.

Constructivism (Education), Constructivism (Learning theory)

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Action theory of mind and representational theory of mind: is dialogue possible?

Article Abstract:

Jean M. Mandler's disagreements with the findings in the study on the development of representational thought in infants are not a result of misrepresentations of fact, but rather of meta-theoretical differences. Mandler also fails to directly address the basic conceptual issues raised in the study. One significant meta-theoretical difference is in Mandler's perspective on the representational theory of mind.

Mental representation, Consciousness, Mental representations, Cognition in infants, Infant cognition, Action theory

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Counterfactual syllogistic reasoning in normal 4-year-olds children with learning disabilities, and children with autism

Article Abstract:

Reasoning problems were presented to normally developing four year olds, children with autism and children with learning disabilities. Instruction was found to boost logical performance.

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