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Capacity constraints on reasoning : developmental aspects Pachev, Gueorgui Stefanov
Abstract
The development of children's reasoning has often been associated with the attainment of strategies, higher-order concepts, or a broader knowledge-base. Several researchers have argued that these achievements are parallelled and influenced by a child's capacity to process a fixed amount of information in the context of a reasoning task. It is assumed that children's processing resources increase with age and that this increase allows children to acquire the more complex forms of reasoning, advanced strategies, etc. Insufficient resources, on the other hand, prevent children from performing at a higher level. The present study had two goals: (1) to provide evidence for the increase of resources with age, and (2) to explore the effects asociated with the limited-capacity of the processes involved in reasoning. Two dual-task paradigms were combined in the pursuit of these goals. One paradigm allowed for identifying the level of a task, at which performance was capacity-limited. Age-groups with different amount of resources were expected to exhibit capacity-limited performance at different task-levels. The second approach, based on introducing additional processing load, allowed for comparing the effects of charging the Capacity-limits of different processes involved in reasoning. Eighty-six children from three age-groups were given a matrices-completion task at four levels of difficulty. The task was performed either alone or concurrently with a second task. The secondary task was administered in the beginning or in the middle of some trials, thus disrupting processes at the initial stage and processes at the executive part of the solution. Capacity-limited performance was detected at the third and fourth level of the task for the first two age-groups, respectively. There was an indication that the oldest subjects would exhibit capacity-limited performance at levels beyond the fourth one. Reasoning performance deteriorated when the secondary task disrupted the operation of the executive processes. The additional load introduced in the beginning of a trial, however, did not affect the level of reasoning performance or resulted in improvement in certain conditions. The results were interpreted as supporting the hypothesis that the capacity factor operates as a necessary but not a sufficient condition for the development of reasoning.
Item Metadata
Title |
Capacity constraints on reasoning : developmental aspects
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1996
|
Description |
The development of children's reasoning has often been associated with the
attainment of strategies, higher-order concepts, or a broader knowledge-base. Several
researchers have argued that these achievements are parallelled and influenced by a
child's capacity to process a fixed amount of information in the context of a reasoning
task. It is assumed that children's processing resources increase with age and that this
increase allows children to acquire the more complex forms of reasoning, advanced
strategies, etc. Insufficient resources, on the other hand, prevent children from
performing at a higher level.
The present study had two goals: (1) to provide evidence for the increase of
resources with age, and (2) to explore the effects asociated with the limited-capacity of
the processes involved in reasoning. Two dual-task paradigms were combined in the
pursuit of these goals. One paradigm allowed for identifying the level of a task, at which
performance was capacity-limited. Age-groups with different amount of resources were
expected to exhibit capacity-limited performance at different task-levels. The second
approach, based on introducing additional processing load, allowed for comparing the
effects of charging the Capacity-limits of different processes involved in reasoning.
Eighty-six children from three age-groups were given a matrices-completion task at four
levels of difficulty. The task was performed either alone or concurrently with a second
task. The secondary task was administered in the beginning or in the middle of some
trials, thus disrupting processes at the initial stage and processes at the executive part of
the solution. Capacity-limited performance was detected at the third and fourth level of the task
for the first two age-groups, respectively. There was an indication that the oldest subjects
would exhibit capacity-limited performance at levels beyond the fourth one. Reasoning
performance deteriorated when the secondary task disrupted the operation of the
executive processes. The additional load introduced in the beginning of a trial, however,
did not affect the level of reasoning performance or resulted in improvement in certain
conditions. The results were interpreted as supporting the hypothesis that the capacity
factor operates as a necessary but not a sufficient condition for the development of
reasoning.
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Extent |
6108234 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-02-18
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0094701
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1996-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.