Transitive Inferences and Memory in Young Children

Bryant, Peter; Trabasso, Tom

doi:10.1038/232456a0

Cited by 590 publications

(461 citation statements)

References 1 publication

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“…For example, if nonarbitrary relations were targeted first, there would seem to be no reason to believe that success on arbitrary relations would not follow, even with younger children. This then would also appear to support the suggestions made by Bryant and Trabasso (1971) that children as young as 4 years of age may demonstrate transitive inference. Indeed, the success we had here with children with autism does support this conclusion.…”

Section: Discussionsupporting

confidence: 72%

“…For example, if a participant is trained that A > B, B > C, C > D, and D > E, then it logically follows in the linear sequence that B > D and C > E. The results reported by Russell et al indicated that children as young as 5 years of age can respond in accordance with transitive relations when presented in sequential transitive inference tasks. Indeed, similar work conducted by Bryant and Trabasso (1971) suggested that transitive inference can be demonstrated by children as young as 4 years old.…”

Section: Studymentioning

confidence: 88%

“…The specific intervention employed to facilitate the transitive B-D relations with four coins for the children with autism in Study 2 was based on a suggestion made by Bryant and Trabasso (1971). In their original work, the researchers reported that "lower performance on the BD test may be attributed to a failure in memory rather than to inferential difficulty" (p. 458).…”

Section: Discussionmentioning

confidence: 99%

“…According to Piaget, for example, the ability to make transitive inferences reflects the use of special mental operations that develop only as children of 7 or 8 years of age enter the concrete operational stage (Mims, Cantor, & Riley, 1983;Piaget, Inhelder, & Szeminska, 1960). However, Bryant and Trabasso (1971) argued that a critical weakness of Piaget's work concerned the absence of a test to determine that the children could in fact remember the relevant information in the premises and derive the other relations (e.g., the symmetrical relations) necessary for determining the more complex transitive relations. Hence, it is difficult to determine the precise level of special mental operations children need in order to demonstrate transitive inference or the normal age at which these emerge.…”

Section: Studymentioning

confidence: 99%

“…After 80 training trials across eight sessions, he still had not reached the mastery criterion on four coins. The primary difficulty demonstrated by the child appeared to be a lack of attention to the stimuli (a problem also noted by Bryant & Trabasso, 1971). In order to remediate this difficulty, an intervention was devised in which the child's attention was drawn explicitly to the B and D stimuli.…”

Section: Children Diagnosed With Autismmentioning

confidence: 99%

See 4 more Smart Citations

Derived Comparative and Transitive Relations in Young Children with and Without Autism

Gorham

Barnes‐Holmes

et al. 2009

Psychol Rec

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The current study comprised 2 experiments to generate relational responding in typically developing children and children with autism. In Study 1, the children were exposed to a problem-solving task that involved the presentation of 2, 3, or 4 identically sized coins to test and train the arbitrary relations of more than and less than. All 8 children failed baseline tests involving 4 coins and were exposed to training of the A-B, B-C, A-B-C, and A-B-C-D relations. Seven proceeded rapidly through training and passed tests with a novel set. They then participated in

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Section: Discussionsupporting

confidence: 72%

Section: Studymentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Studymentioning

confidence: 99%

Section: Children Diagnosed With Autismmentioning

confidence: 99%

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Derived Comparative and Transitive Relations in Young Children with and Without Autism

Gorham

Barnes‐Holmes

et al. 2009

Psychol Rec

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Spatial Cognition

Newcombe¹

2002

Stevens' Handbook of Experimental Psychology

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This chapter examines: (1) how humans keep track of their location in the world and the location of other entities, through both ego‐centered and environment‐centered systems; (2) how humans manipulate spatial information; (3) how humans represent and communicate about spatial information; and (4) how spatial thought can be used for nonspatial purposes. In each section, there is information on the behavior of human adults, as well as material on the behavior of other species, the development of mature competence, individual differences in mature competence, and the neurological underpinnings of competence.

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Intelligence

Sternberg¹

2003

Handbook of Psychology

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This article reviews the history of theory and research on intelligence. It starts with a consideration of expert opinions on the nature of intelligence. It considers in particular operational definitions and symposia of expert opinions on the nature of intelligence. The chapter then continues with a discussion of the seminal views of Galton and Binet. Then it discusses psychometric theories of intelligence, including Spearman's theory of the general factor (so‐called “two‐factor theory”), Thomson's theory of bonds, Thurstone's theory of primary mental abilities, hierarchical theories (Holzinger, Burt, Vernon, Cattell, Carroll, Guilford's structure‐of‐intellect theory, and Guttman's radex theory. After discussing psychometric theories, developmental theories are discussed. First, Piaget's theory of intellectual development is considered. Next, Vygotsky's theory is considered. The first theory emphasizes development more from the inside‐out, and the latter theory, more from the outside‐in. Next the chapter moves on to theories of cognitive processes. The earliest cognitive work was done by Spearman. Many years later, Hunt proposed a cognitive‐correlates approach, and Sternberg, a complementary cognitive‐components approach. A third approach emphasized cognitive training, and a fourth approach, cognitive contents. The chapter next discusses biological approaches and then, contextual approaches. Finally, the chapter discusses recent systems approaches to intelligence, which integrate some of the earlier approaches. Gardner has proposed a theory of multiple intelligences, according to which each of 8 sets of skills are viewed as emanating from separate intelligences. Sternberg has proposed a triarchic theory, which emphasizes the respective roles of analytical, creative, and practical abilities. Approaches to intelligence are still evolving, and the future may bring new syntheses with regard to the best ways to understand the nature of human intelligence.

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Transitive Inferences and Memory in Young Children

Cited by 590 publications

References 1 publication

Derived Comparative and Transitive Relations in Young Children with and Without Autism

Derived Comparative and Transitive Relations in Young Children with and Without Autism

Spatial Cognition

Intelligence

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