Competence profile and competence level in deductive reasoning in the SDV - Integration of Piaget's developmental theory and item response models;Schlussfolgerndes Denken - SDV: Messung von Leistungsprofil und Leistungshöhe im schlussfolgernden Denken im SDV - Die Integration von Piagets Entwicklungskonzept und Item-Response Modellen

Diagnostica

Volumn 50, Issue 3, 2004, Pages 145-152

  Spiel, Christiane ^a   Glück, Judith ^a   Qößier, Heimo ^a  

^a UNIVERSITY OF VIENNA   (Austria)

Author keywords

Cognitive development; Deductive reasoning; Mixed Rasch Models; Test

Indexed keywords

EID: 3042758506     PISSN: 00121924     EISSN: None     Source Type: Journal    
DOI: 10.1026/0012-1924.50.3.145     Document Type: Article

References (37)

1. Byrnes, J. P. & Overton, W. F. (1986). Reasoning about certainty and uncertainty in concrete, causal, and prepositional contexts. Developmental Psychology, 22, 793-799.
2. Dugan, C. M. & Revlin, R. (1990). Response options and presentation format as contributors to conditional reasoning. Journal of Experimental Psychology, 42, 829-848.
3. Ennis, R. H. (1975). Children's ability to handle Piaget's propositional logic: A conceptual critique. Review of Educational Research, 45, 1-41.
4. Evans, J. S. B. T., Newstead, S. E. & Byrne, R. M. J. (1993). Human reasoning: The psychology of deduction. Hove: Lawrence Erlbaum.
5. Fischer, G. H. (1995). The Linear Logistic Test Model. In G. H. Fischer & I. Molenaar (Eds.), Rasch models - Foundations, recent developments, and applications (pp. 131-155). New York: Springer.
6. Glück, J. & Spiel, C. (1997). Item response models for repeated measures designs: Application and limitations of four different approaches. Methods of Psychological Research - online [On-line], 2(2), Available: http://www.ppm.ipn.uni-kiel.de/ mpr/issue2/art6/article.html [28.10.2002].
7. Gößler, H. (2001). Untersuchung zur Entwicklung schlussfolgernden Denkens bei konditionalen Syllogismen aus einer Piagetschen Entwicklungsperspektive. Unveröffentlichte Diplomarbeit, Universität Graz.
8. Gray, W. M. (1990). Formal operational thought. In W. F. Overton (Ed.), Reasoning, Necessity, and Logic: Developmental Perspectives (pp. 227-253). Hillsdale: Erlbaum.
9. Janveau-Brennan, G. & Markovits, H. (1999). The development of reasoning with causal conditionals. Developmental Psychology, 35, 904-911.
10. Kodroff, J. K. & Roberge, J. J. (1975). Developmental analysis of the conditional reasoning abilities of primary-grade children. Developmental Psychology, 11, 21-28.
11. Kubinger, K. D. (1989). Moderne Testtheorie - Ein Abriß samt neuesten Beiträgen. Weinheim: Beltz.
12. Kuhn, D. (1977). Conditional reasoning in children. Developmental Psychology, 13, 342-353.
13. Markovits, H. (1984). Awareness of the "possible" as a mediator of formal thinking in conditional reasoning problems. British Journal of Psychology, 75, 367-376.
14. Markovits, H. (1985). Incorrect conditional reasoning among adults: Competence or performance? British Journal of Psychology, 76, 241-247.
15. Markovits, H., Fleury, M.-L., Quinn, S. & Venet, M. (1998). The development of conditional reasoning and the structure of semantic memory. Child Development, 69, 742-755.
16. Markovits, H. & Vachon, R. (1989). Reasoning with contrary-to-fact propositions. Journal of Experimental Child Psychology, 47, 398-412.
17. Markovits, H. & Vachon, R. (1990). Conditional reasoning, representation, and level of abstraction. Developmental Psychology, 26, 942-951.
18. Moshman, D. (1977). Consolidation and stage formation in the emergence of formal operations. Developmental Psychology, 13, 95-100.
19. O'Brien, D. & Overton, W. F. (1982). Conditional reasoning and the competence-performance issue: A developmental analysis of a training task. Journal of Experimental Child Psychology, 34, 274-290.
20. Roberge, J. J. (1970). A study of children's abilities to reason with basic principles of deductive reasoning. American Educational Research Journal, 7, 583-596.
21. Roberge, J. J. & Mason, E. J. (1978). Effects of negation on adolescents' class and conditional reasoning abilities. The Journal of General Psychology, 98, 187-195.
22. Roberge, J. J. & Paulus, D. H. (1971). Developmental patterns for children's class and conditional reasoning abilities. Developmental Psychology, 4, 191-200.
23. Rost, J. (1989). Rasch models and latent class models for measuring change with ordinal variables. In R. Coppi & S. Bolasco (Eds.), Multiway data analysis (pp. 473-483). Amsterdam: Elsevier.
24. Rost, J. (1990). Rasch models in latent classes: An integration of two approaches to item analysis. Applied Psychological Measurement, 14, 271-282.
25. Rost, J. (1996). Lehrbuch Testtheorie Testkonstruktion. Bern: Hans Huber.
26. Rumain, B., Connell, J. & Braine, M. D. S. (1983). Conversational comprehension processes are responsible for reasoning fallacies in children as well as adults: If is not the biconditional. Developmental Psychology, 19, 471-481.
27. Schröder, E. (1989). Vom konkreten zum formalen Denken. Individuelle Entwicklungsverläufe von der Kindheit bis zum Jugendalter. Bern: Hans Huber.
28. Schröder, E. (1995). Entwicklungsbedingungen syllogistischer Aussagen: Eine längsschnittliche Analyse von der Kindheit zum Jugendalter. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 27, 226-250.
29. Shapiro, B. J. & O'Brien, T. C. (1970). Logical thinking in children ages six through thirteen. Child Development, 41, 823829.
30. Spiel, C., Gittler, G., Sirsch, U. & Glück, J. (1997). Application of the Rasch model for testing Piaget's theory of cognitive development. In R. Langeheine & J. Rost (Eds.), Applications of latent trait and latent class models in the social sciences (pp. 115-123). Münster: Waxmann.
31. Spiel, C. & Glück, J. (1998). Item-response models for assessing change in dichotomous items. International Journal of Behavioral Development, 22, 517-536.
32. Spiel, C., Glück, J. & Gößler, H. (2001). Stability and change of unidimensionality: The sample case of deductive reasoning. Adolescent Research, 16, 150-168.
33. Spiel, C., Gößler, H. & Glück, J. (im Druck). Test zur Erfassung von Leistungsprofil und Leistungshöhe im Schlussfolgernden Denken - Verbal (SDV). Baden: Schuhfried.
34. Spiel, C. & Wagner, P. (2002). Wie lange und wofür lernen Schü lerinnen und Schüler? Empirische Pädagogik, 16 (3), 329-355.
35. Staudenmayer, H. & Bourne, L. E. (1977). Learning to interpret conditional sentences: A developmental study. Developmental Psychology, 13, 616-623.
36. Wildman, T. M. & Fletcher, H. J. (1977). Developmental increases and decreases in solutions of conditional syllogism problems. Developmental Psychology, 13, 630-636.
37. Ziegler, A. (1996). Die Bedeutung der Form und des Inhalts für das logische Denken von Kindern und Jugendlichen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 28, 257-269.