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Relevant bibliographies by topics / Reasoning (Child psychology)

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Academic literature on the topic 'Reasoning (Child psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Reasoning (Child psychology)"

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Rodrigo, Maria J., Jan M. A. M. Janssens, and Esperanza Ceballos. "Reasoning and action complexity: Sources and consequences on maternal child-rearing behaviour." International Journal of Behavioral Development 25, no. 1 (January 2001): 50–59. http://dx.doi.org/10.1080/01650250042000069.

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In this study, two approaches of complexity of maternal thinking were examined: Newberger’s(1980) analysis of reasoning complexity, and Vallacher and Wegner’s (1985) analysis of action complexity, that was adapted to the parenting ” eld. Measures for action complexity and for maternal behaviours were derived from hypothetical child-rearing situations and from mother-child observed interactions. Links between reasoning and action complexity to child-rearing actions and to sources, such as socioeconomic status (SES) were explored in a Spanish sample of 60 mothers with a child 7 to 10 years old. Moreover, it was proposed that the relation between SES and maternal child-rearing behaviour was mediated by either form of complexity. A LISREL model for the hypothetical situations showed that the influence of SES on less positive child rearing was only mediated by Reasoning complexity, whereas Action complexity showed an independent path to positive child-rearing behaviour. A LISREL model for the observed situations showed that both maternal reasoning complexity and action complexity played an equivalent mediating role between maternal SES and negative child-rearing behaviour. The theoretical and methodological implications of both aspects of complexity to the analysis of child-rearing behaviour were discussed.

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Janssens, Jan M. A. M., and Maja Deković. "Child Rearing, Prosocial Moral Reasoning, and Prosocial Behaviour." International Journal of Behavioral Development 20, no. 3 (April 1997): 509–27. http://dx.doi.org/10.1080/016502597385252.

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This study examined the relations between child rearing, prosocial moral reasoning, and prosocial behaviour. The sample consisted of 125 children (6-11 years of age) and both their parents. Child-rearing behaviour was assessed by both observations at home and interviews with the parents; prosocial moral reasoning by interviews with the children, and prosocial behaviour by questionnaires filled in by their teachers and classmates. Positive relations were found between prosocial moral reasoning and prosocial behaviour, but only for the youngest children. Children growing up in a supportive, authoritative, and less restrictive environment behaved more prosocially and reasoned at a higher level about prosocial moral issues.

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Mwamwenda, Tuntufye S. "Psychological Aspects of Sex Differences in Moral Reasoning." Psychological Reports 68, no. 3_suppl (June 1991): 1239–42. http://dx.doi.org/10.2466/pr0.1991.68.3c.1239.

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Psychologists, such as Freud, Piaget, and Kohlberg, have indicated that there are sex differences in moral reasoning of men and women. Generally men's moral reasoning is more advanced than that of women. This is attributed to various factors such as culture and over-all child-rearing practices which include greater expectation of men than of women. Despite this conclusion, it is doubtful whether some assessments of women's moral reasoning are accurate and fair.

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Tollossa, Ruhama M., and Jackie A. Nelson. "“Because I said so!”: Mothers’ conventional conflict justifications related to resolution and child behavior problems and temperamental reactivity." International Journal of Behavioral Development 45, no. 3 (February 22, 2021): 250–55. http://dx.doi.org/10.1177/0165025421995925.

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A common strategy parents use to justify their point of view during parent–child conflict is conventional reasoning, which focuses on child obedience to authority. In this brief report, we examined mothers’ use of conventional justification during mother–child conflict discussions in relation to the resolution reached and children’s behavior problems and temperamental reactivity concurrently and longitudinally. Participants included 190 mothers and their 5- to 7-year-old children. Dyads engaged in a conflict discussion task in the laboratory, which was coded for mothers’ use of conventional justification and the type of resolution reached. Mothers reported on child behavior problems and temperamental reactivity then and 1 year later. Results showed mothers used more conventional reasoning during conflict discussions that resulted in a win/loss resolution compared to a compromise. Mothers’ conventional reasoning was concurrently associated with more child externalizing behaviors and temperamental reactivity at Year 1. Mothers’ conventional reasoning did not relate to changes in child behaviors over time. Findings are discussed in terms of mothers’ conceptions of parental authority and possible directions of effects.

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Valliant, Paul M., Derek Pottier, Tanya Gauthier, and Robert Kosmyna. "Moral Reasoning, Interpersonal Skills, and Cognition of Rapists, Child Molesters, and Incest Offenders." Psychological Reports 86, no. 1 (February 2000): 67–75. http://dx.doi.org/10.2466/pr0.2000.86.1.67.

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54 inmates were subdivided into four groups and classified according to their index offense. The groups included Rapists ( n = 14), Incest Offenders ( n = 9), Child Molesters ( n = 11), General Offenders ( n = 20). Nonoffenders ( n = 20) were included as a control group. Psychometric tests including the Test of Nonverbal Intelligence, the Defining Issues Test, Survey of Interpersonal Values, Porteus Maze, and Minnesota Multiphasic Personality Inventory were administered to all inmate and control groups. Analysis showed the rapists and child molesters scored higher on moral reasoning on the Defining Issues Test; also rapists' scores were more elevated on the Psychopathic Deviate and Paranoia scales of the Minnesota Multiphasic Personality Inventory than those of other offender and control groups. These results imply that rapists and child molesters have the ability to understand moral issues; however, given their personality orientation, they ignore these interpersonal social values.

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Simmons, Carolyn H., and Connie Zumpf. "The Gifted Child: Perceived Competence, Prosocial Moral Reasoning, and Charitable Donations." Journal of Genetic Psychology 147, no. 1 (March 1986): 97–105. http://dx.doi.org/10.1080/00221325.1986.9914484.

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Resick, Patricia A. "Post Hoc Reasoning in Possible Cases of Child Sexual Abuse: Just Say No." Clinical Psychology: Science and Practice 10, no. 3 (May 11, 2006): 349–51. http://dx.doi.org/10.1093/clipsy.bpg033.

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Pratt, Michael W., Eva E. Skoe, and Mary Louise Arnold. "Care reasoning development and family socialisation patterns in later adolescence: A longitudinal analysis." International Journal of Behavioral Development 28, no. 2 (March 2004): 139–47. http://dx.doi.org/10.1080/01650250344000343.

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Over the past 20 years, care reasoning has been increasingly recognised as an important aspect of moral development. Skoe has developed an interview measure of levels of care reasoning about the needs of self and other in relationships, the Ethic of Care Interview or ECI. In the present longitudinal research, we investigated developmental changes and family correlates of reasoning about care issues in a family study of 32 adolescents (aged 16 and then 20 years). There were no gender differences on the ECI for these adolescents, but there was a significant increase in scores over time. Care reasoning levels at age 20 were significant concurrent predictors of self-reported community involvement. Several parenting factors when children were age 16 (parents’ emphasis on caring as a goal in family stories, child reports of a more authoritative family parenting style, and parents’ use of more autonomy-encouraging practices) were associated with higher levels of care reasoning in adolescents at age 20, consistent with theoretical expectations.

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Hadzic, Renata, Christopher A. Magee, and Laura Robinson. "Parental employment and child behaviors." International Journal of Behavioral Development 37, no. 4 (June 26, 2013): 332–39. http://dx.doi.org/10.1177/0165025413477274.

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This study examined whether hours of parental employment were associated with child behaviors via parenting practices. The sample included 2,271 Australian children aged 4–5 years at baseline. Two-wave panel mediation models tested whether parenting practices that were warm, hostile, or characterized by inductive reasoning linked parent’s hours of paid employment with their child’s behavior at age 6–7 years. There were significant indirect effects linking mother employment to child behavior. No paid employment and full-time work hours were associated with more behavioral problems in children through less-warm parenting practices; few hours or long hours were associated with improved behavioral outcomes through less-hostile parenting practices. These findings may have implications for developing policies to enable parents to balance work and family demands.

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Hirschfeld, Lawrence A. "On a Folk Theory of Society: Children, Evolution, and Mental Representations of Social Groups." Personality and Social Psychology Review 5, no. 2 (May 2001): 107–17. http://dx.doi.org/10.1207/s15327957pspr0502_2.

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Representing and reasoning about the social universe is a major task for the young child, one that almost certainly involves specialized knowledge structures. Individuals in interaction are fundamental elements of sociality, and, unsurprisingly, evolution has prepared children with special-purpose mechanisms for drawing attention to and processing information about persons. Social aggregates are also fundamental elements of human sociality, yet we know much less about the child's grasp of them and the institutions that mediate among them. One reason for this lacuna is that researchers have typically framed children's social knowledge according to how adultlike (or not) that understanding is. This article proposes that it may be more productive to approach children's social knowledge from the perspective of the child herself or himself. Arguably, even quite young children deploy lay theories of society that emerge from a special-purpose endogenous module for identifying and reasoning about human aggregates.

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Dissertations / Theses on the topic "Reasoning (Child psychology)"

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Cockerton-Turner, Tracey. "Child-computer interaction and the value of help facilities in promoting logical reasoning performance." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292509.

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Wilburn, Gina Bevins. "The differential effects of situational and motivational cues and moral reasoning on prosocial behavior in kindergarten and fifth grade children." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-12302008-063141/.

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Maulden, Jennifer R. "The Influence of Affective Ties on Children's Consequential Reasoning about Ambiguous Provocation Situations." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/116/.

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Kestenbaum, Naomi R. (Naomi Ruth). "Infants' acceptance of causal violations." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63249.

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Price, Kristin L. Szymanowski. "The hows and whys of biological change : causal flexibility in children's reasoning /." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1208963701.

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Kolver, Christél. "Comparing the perfomance of 3 to 6 year old children on the performance and practical reasoning subscales of the Griffiths mental development scales: extended revised with the foundations of learning subscale of the Griffiths III." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13293.

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The developmental assessment of children is very important so that adequate resources and intervention programmes can be initiated. Updating psychometric assessments is mandatory for different reasons, which include to update norms and to add new psychometric information. It is important for psychometric assessments that measure child development to ensure that they continue to accurately reflect stages of development in a modern context. The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. One of the many unique changes includes the newly formed Foundations of Learning Subscale. This Subscale was constructed from definition, sub-constructs and items, which encompassed the critical sub-constructs from the previous Performance and Practical Reasoning Subscales, while providing greater depth to the overarching construct. This study therefore, forms part of a larger study of developing the Griffiths III and aims to compare the performance of three to six-year-old children on these three Subscales. The study employed a mixed method approach, which included 259 children matched on the Griffiths Mental Development Scales – Extended Revised and the Griffith III. The quantitative aspect of the research included descriptive statistics, independent sample t-tests as well as pearson correlations. Differences and similarities were found from the results. The relationships varied from high correlation, strong relationships to low correlation, definite but small relationships. This was further explored through a qualitative analysis between the constructs assessed on each of the Subscales, as well as a qualitative analysis on the items of Subscale A, brought from Subscale E and F and the new items.

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Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.

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Garcia, Anna Rosio. "Relating Relations: The Impact of Equivalence-Equivalence Training on Analogical Reasoning." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5372.

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A well-researched line showing equivalence performances in a wide variety of areas has been conducted in the field of Behavior Analysis (BA). One area demonstrates that relating relations is a behavioral account of analogical thinking. Relating relations may have implications for the development of analogical training given that analogical reasoning is seen as the foundation of intelligence yet research in this area is limited. A protocol by Stewart, Barnes-Holmes, and Weil (2009) was developed to train children in analogical reasoning using equivalence-equivalence relations. The purpose of this study was to evaluate an equivalence-equivalence training protocol based on Stewart et al. (2009) and test whether the protocol was effective in training equivalence-equivalence responding to 7 and 8-year-old children. A secondary purpose was to test whether training in equivalence-equivalence responding increased performances on analogical tests. All five participants were dismissed throughout the study. Participant 1 was dismissed during the pre-assessments and all other participants were dismissed during intervention. Because none of the participants passed the equivalence-equivalence training, increases in performance in analogical testes were not analyzed. Individual performance data from training are examined and analyzed to provide an account of the failures to pass the equivalence-equivalence protocol.

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Smith, Scott. "An Exploratory Study of Fifth-Grade Students’ Reasoning About the Relationship Between Fractions and Decimals When Using Number Line-Based Virtual Manipulatives." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5625.

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Understanding the relationship between fractions and decimals is an important step in developing an overall understanding of rational numbers. Research has demonstrated the feasibility of technology in the form of virtual manipulatives for facilitating students’ meaningful understanding of rational number concepts. This exploratory dissertation study was conducted for the two closely related purposes: first, to investigate a sample of fifth-grade students’ reasoning regarding the relationship between fractions and decimals for fractions with terminating decimal representations while using virtual manipulative incorporating parallel number lines; second, to investigate the affordances of the virtual manipulatives for supporting the students’ reasoning about the decimal-fraction relationship. The study employed qualitative methods in which the researcher collected and analyzed data from fifth-grade students’ verbal explanations, hand gestures, and mouse cursor motions. During the course of the study, four fifth-grade students participated in an initial clinical interview, five task-based clinical interviews while using the number line-based virtual manipulatives, and a final clinical interview. The researcher coded the data into categories that indicated the students’ synthetic models, their strategies for converting between fractions and decimals, and evidence of students’ accessing the affordances of the virtual manipulatives (e.g., students’ hand gestures, mouse cursor motions, and verbal explanations). The study yielded results regarding the students’ conceptions of the decimal-fraction relationship. The students’ synthetic models primarily showed their recognition of the relationship between the unit fraction 1/8 and its decimal 0.125. Additionally, the students used a diversity of strategies for converting between fractions and decimals. Moreover, results indicate that the pattern of strategies students used for conversions of decimals to fractions was different from the pattern of strategies students used for conversions of fractions to decimals. The study also yielded results for the affordances of the virtual manipulatives for supporting the students’ reasoning regarding the decimal-fraction relationship. The analysis of students’ hand gestures, mouse cursor motions, and verbal explanations revealed the affordances of alignment and partition of the virtual manipulatives for supporting the students’ reasoning about the decimal-fraction relationship. Additionally, the results indicate that the students drew on the affordances of alignment and partition more frequently during decimal to fraction conversions than during fraction to decimal conversions.

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Pletz, Janet, and University of Lethbridge Faculty of Education. "Literature-as-lived in practice : young children's sense of voice." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/730.

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This study, situated in classroom practice and grounded in pedagogic wakefulness (Clandinin and Connelly, 2000), explores the nature of young children’s sense of voice as indicated through sustained interactions and representations of experiences with picturebook literature. The naturalistic research site was a grade one classroom setting in a large urban school. Student engagement and interactions with read-aloud events and responses to literature through multi-modal representations perpetuated meaning making and personal relevance. Coding procedures exemplified the nature of young children’s sense of voice as falling into two broad conceptual categories: (1) Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s sense of voice revealed developmental, exploratory, and social sites of student engagement to literature. The Experiential Nature of young children’s sense of voice described three specificities of narrativity in their responses to picturebook literature: Young children’s multi-modal responses were interpreted as representative of Self- Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings contribute to a reconceptualized literacy curriculum which illuminates personal, social, and cultural identities, especially young children’s awareness of their individual sense of voice, developed through picturebook literature in primary classrooms.
xii, 151 leaves : col. ill. ; 29 cm.

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Books on the topic "Reasoning (Child psychology)"

1

Restrepo, Luis Carlos. La trampa de la razón. Bogotá, Colombia: Arango Editores, 1989.

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Pat, Beckley, ed. Problem solving, reasoning, and numeracy. New York: Continuum International Pub. Group, 2010.

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Analogical reasoning in children. Hove, UK: L. Erlbaum, 1992.

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Newcombe, Nora. Making space: The development of spatial representation and reasoning. Cambridge, Mass: MIT Press, 2000.

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Bideaud, Jacqueline. Logique et bricolage chez l'enfant. [Lille]: Presses universitaires de Lille, 1988.

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The journey from child to scientist: Integrating cognitive development and the education sciences. Washington, DC: American Psychological Association, 2012.

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Braunmühl, Ekkehard von. Zur Vernunft kommen: Eine "Anti-Psychopädagogik". Weinheim: Beltz, 1990.

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Rytel, Jolanta. Reaching an agreement: Argumentation in preschoolers' narrative discourse. Warszawa: Wydawnictwo Uniwersytetu Kardynała Stefana Wyszyńskiego, 2012.

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Pinker, Steven. Learnability and cognition: The acquisition of argument structure. Cambridge, Mass: MIT Press, 1989.

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The origins of logic: One to two years. Orlando (Fla.): Academic Press, 1985.

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Book chapters on the topic "Reasoning (Child psychology)"

1

von Tetzchner, Stephen. "Conceptual Development and Reasoning." In Child and Adolescent Psychology, 217–39. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-12.

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Doostdar, Alireza. "Becoming Witness." In The Iranian Metaphysicals. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691163772.003.0019.

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This chapter examines the reasoning of a participant in Cosmic Mysticism as she grappled with her doubts, focusing on the pathways that arise when scientific rationalization appears to be futile. Lili Bayati, a twenty-four-year-old master's student in child psychology, had been attending Cosmic Mysticism classes along with her mother. She was initially skeptical of exorcism, but eventually became a witness to its positive impact. According to Lili, metatherapy cured her wrist without requiring her belief, nor even depending on her awareness that treatment was under way. The chapter first describes Lili's experiences with metatherapy, defensive radiation, and exorcism before discussing the ways that Cosmic Mysticism brought her tranquillity after anguish and furnished accounts of cosmology and theodicy that she found more logical than the ideas she had learned in religious textbooks in school.

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