Language and Operations in Children's Class Inclusion Reasoning: The Operational Semantic Theory of Reasoning

The class inclusion question: a case study in applying pragmatics to the experimental study of cognition

For more than 70 years, Piaget’s class-inclusion task (given, e.g., five asters and three tulips, the child is asked whether “there are more asters or more flowers”) has been the object of experimental investigation. Inclusion is of considerable importance for cognitive science as it is a key concept for logical operations and knowledge representation. It is shown that the question can be characterised by a kind of privative ambiguity which is at the source of the younger children’s answer, “more asters”. A relevance-theoretic explanation of children’s interpretation of the question and of the subsequent responses is expounded. This account can explain the effect of all the factors that are known to influence performance (e.g., role of collections, counting, typicality, qualification, syntax, etc.), a review of which is presented. It is further tested experimentally. The development of performance is explained on the basis of the way children disambiguate the question. This study exemplifies the two ways in which pragmatic analysis is pertinent to the study of children’s (as well as adults’) reasoning and judgement, namely in explaining and predicting participants’ comprehension of the statements and questions, and in taking into account attribution processes that occur in the experimental setting.

Enhancing Academic Performance by Strengthening Class-Inclusion Reasoning

Class inclusion is an early form of abstract thought that requires logical rather than perceptually based inferences plus an appreciation of part-whole relationships (B. Inhelder and J. Piaget, 1959/1964). The authors randomly assigned 2 groups of first graders who were having academic difficulties to be instructed on either class inclusion or phonics. Results showed a significant linear relation between individual children's mastery of class inclusion and their scores on the Cognitive Abilities Test Form 6 (D. F. Lohman and E. P. Hagen, 2001) verbal and quantitative measures of reasoning. The authors also found a significant linear relation between mastery of class inclusion and improvement in report card marks issued by teachers who were blind to the children's group assignment.

Team mental models: techniques, methods, and analytic approaches

Effective team functioning requires the existence of a shared or team mental model among members of a team. However, the best method for measuring team mental models is unclear. Methods reported vary in terms of how mental model content is elicited and analyzed or represented. We review the strengths and weaknesses of vatrious methods that have been used to elicit, represent, and analyze individual and team mental models and provide recommendations for method selection and development. We describe the nature of mental models and review techniques that have been used to elicit and represent them. We focus on a case study on selecting a method to examine team mental models in industry. The processes involved in the selection and development of an appropriate method for eliciting, representing, and analyzing team mental models are described. The criteria for method selection were (a) applicability to the problem under investigation; (b) practical considerations - suitability for collecting data from the targeted research sample; and (c) theoretical rationale - the assumption that associative networks in memory are a basis for the development of mental models. We provide an evaluation of the method matched to the research problem and make recommendations for future research. The practical applications of this research include the provision of a technique for analyzing team mental models in organizations, the development of methods and processes for eliciting a mental model from research participants in their normal work environment, and a survey of available methodologies for mental model research.

Developmental sequences in class reasoning and propositional reasoning

This study explored the theoretical prediction that class and propositional reasoning skills emerge as a function of the developing ability to coordinate increasingly complex negation and affirmation operations. Children from Grades 1, 3, 5, and 7 (7-, 9-, 11-, and 13-year-olds) were presented with problems from each domain. Rasch analyses of the children's responses were consistent with the hypothesis that both types of problems measured a single underlying dimension (i.e., the coordination of affirmation and negation operations). Qualitatively distinct levels of class and propositional reasoning were identified along this dimension, adding support to the notion that children's reasoning follows a logical developmental sequence. Planned comparisons supported the order-theoretical prediction that different groups of items account for solution differences between grade levels. Results also indicated that children encounter significant difficulties when they have to reason on the basis of negative information.