Individual Differences in the Development of Formal Reasoning

Cloutier, Richard; Goldschmid, Marcel L.

doi:10.2307/1128447

Cited by 27 publications

(11 citation statements)

References 9 publications

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“…299) suggested 30 years ago, the solution of the TOH problem requires the person's bcognizance of actions or of coordinationsQ (i.e., inductive reasoning); whereas, emerging formal operational thought allows these past actions to be incorporated into a generalized model of problem solving through breflexive abstractionQ (i.e., deductive reasoning). Furthermore, these findings are congruent with the studies reviewed earlier that also identified some association between formal operational reasoning and cognitive processes related to executive function and/or prefrontal function (Cloutier & Goldschmid, 1976;Hooper et al, 1985;Shute & Huertas, 1990;Taylor, 1998).…”

Section: Discussionsupporting

confidence: 90%

“…Davis (1987) found that there were broad differences in attainment and maintenance of formal operational reasoning between Western and non-Western communities. With regard to a cognitive process explanation, Cloutier and Goldschmid (1976) found that proportional reasoning, the first sub-stage of formal operational thought, correlated with nonverbal capacity and IQ.…”

Section: Introductionmentioning

confidence: 99%

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Association between formal operational thought and executive function as measured by the Tower of Hanoi-Revised

Emick

Welsh

2005

Learning and Individual Differences

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Association between formal operational thought and executive function as measured by the Tower of Hanoi-Revised

Emick

Welsh

2005

Learning and Individual Differences

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“…Formal reasoning is consistently related to the Rod and Frame test and frequently related to tests associated with general ability. These findings are consistent with Cloutier and Goldschmid (1976) and place formal as a mix between traditional school learning and strategy utilization.…”

Section: Discussionsupporting

confidence: 83%

“…A number of researchers suggest that formal reasoning is closely related to achievement and to general ability (Cloutier & Goldschmid, 1976;Keating, 1976;Yudin, 1966). For example, Cloutier and Goldschmid found that Raven's matrices correlated 0.46 with proportional reasoning, and verbal ability correlated 0.34.…”

Section: Correlates Of Formal Measuresmentioning

confidence: 99%

Correlates of formal reasoning: Content and problem effects

1981

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Piaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13‐year‐old adolescents. Specifically, three controlling variables tasks with different content and two question type tests (analysis and controlling questions) were administered to 120 seventh graders. Ability measures and personality dimensions associated with formal reasoning in the literature are used to clarify what formal reasoning is and how content and problem type are involved in formal reasoning. Significant main effects were found for problem and content effects (p = 0.001), and a significant interaction was found between the two (p = 0.001). Across the three tasks general ability, field dependency, and locus of control were consistently and significantly related to the controlling questions. However, only measures of field dependency were related to the analysis questions. Combinations of ability and personality factors were found to be uniquely related to each task, within each question type. Results have implications for a theory of formal thought and the teaching of the controlling variables strategy.

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“…These findings were supported in a number of studies (e.g. Lovell, 1961 ;Lunzer, 1965;Noelting et al, 1973;Noelting, 1975, Brainerd, 1971, although some individual and age differences have been reported (Davies, 1965;Yost, Siegel and Andrews, 1962;Goldberg, 1966;Fishbein, Pampu and Manz~t, 1970;Cloutier and Goldschmid, 1976). …”

Section: Introductionmentioning

confidence: 61%

Training proportionality through peer interaction

Cloutier

Goldschmid

1978

Instr Sci

Self Cite

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The study aimed at determining the effects of training based on peer interaction over practical problems of proportion with normal subjects aged from 8 to 12 years. Two experimental groups were assigned to two treatment conditions: (a) training in solving problems of proportionality with social interaction (T1), and (b) training in solving the same problems without social interaction (T2).Training groups included either 5 or 10 subjects who were heterogeneous with regard to their initial level of mastery of the concept of proportion. The results indicated that in group T1 the scores on proportionality improved significantly while group T2 and a control group did not. Thus, practice alone produced no change. The improvement on proportionality in T1 proved durable over a period of two months and generalized to a structurally related concept (probability). The variation in group size did not affect the extent of improvement. The number and duration of interactions within the group discussion over problems were not directly related to the amount of improvement. A detailed analysis of the pre-and post-test difference revealed that only 50% of the Ss in T1 improved substantially, and, in line with the Genevan view, improvement from training was found to follow the same sequence as normal development.

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Individual Differences in the Development of Formal Reasoning

Cited by 27 publications

References 9 publications

Association between formal operational thought and executive function as measured by the Tower of Hanoi-Revised

Association between formal operational thought and executive function as measured by the Tower of Hanoi-Revised

Correlates of formal reasoning: Content and problem effects

Training proportionality through peer interaction

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