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Descriptors:
Elementary Secondary Education; STEM Education; Computation; Thinking Skills; Abstract Reasoning; Problem Solving; Mathematics; Programming; Educational Research

Abstract:
Jeannette Wing's influential article on computational thinking 6 years ago argued for adding this new competency to every child's analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing's definition, and what advances have been made since Wing's article was published? This article frames the current state of discourse on computational thinking in K-12 education by examining mostly recently published academic literature that uses Wing's article as a springboard, identifies gaps in research, and articulates priorities for future inquiries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Abstract Reasoning; Chemistry; Figurative Language; Cognitive Processes; Scientific Concepts; Problem Solving; Intuition; Science Instruction; Teaching Methods; Graduate Students; Doctoral Programs; College Science; Thermodynamics; Concept Formation; Foreign Countries

Abstract:
A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many "conceptual metaphors" (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a "narrative" discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodied and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed. (Contains 1 table, 6 figures and 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Goal Orientation; Persuasive Discourse; Inquiry; Critical Thinking; Abstract Reasoning; Chemistry; Laboratory Experiments; Hypothesis Testing

Abstract:
One of the goals of science education is to provide students with the ability to construct arguments--reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Substance Abuse; Addictive Behavior; Behavior Change; Counseling Techniques; Counselor Characteristics; Training Objectives; Motivation; Interviews; Outcomes of Education; Abstract Reasoning; Evidence; Feedback (Response); Correlation; Workshops; Supervision; Pretests Posttests

Abstract:
Objective: The relationships between the occupational, educational, and verbal-cognitive characteristics of health care professionals and their motivational interviewing (MI) skills before, during, and after training were investigated. Method: Fifty-eight community-based addiction clinicians (M = 42.1 years, SD = 10.0; 66% Female) were assessed prior to enrolling in a 2-day MI training workshop and being randomized to one of three post-workshop supervision programs: live supervision via tele-conferencing (TCS), standard tape-based supervision (Tape), or workshop training alone. Audiotaped sessions with clients were rated for MI skillfulness with the Motivational Interviewing Treatment Integrity (MITI) coding system v 2.0 at pre-workshop and 1, 8, and 20 weeks post-workshop. Correlation coefficients and generalized linear models were used to test the relationships between clinician characteristics and MI skill at each assessment point. Results: Baseline MI skill levels were the most robust predictors of pre- and post-supervision performances. Clinician characteristics were associated with MI Spirit and reflective listening skill throughout training and moderated the effect of post-workshop supervision method on MI skill. TCS, which provided immediate feedback during practice sessions, was most effective for increasing MI Spirit and reflective listening among clinicians with no graduate degree and stronger vocabulary performances. Tape supervision was more effective for increasing these skills among clinicians with a graduate degree. Further, TCS and Tape were most likely to enhance MI Spirit among clinicians with low average to average verbal and abstract reasoning performances. Conclusions: Clinician attributes influence the effectiveness of methods used to promote the acquisition of evidence-based practices among community-based practitioners. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cultural Education; Learning; Elementary Education; Elementary School Students; Abstract Reasoning; Thinking Skills; Role Playing

Abstract:
The article describes a theory-driven approach to meaningful learning in primary schools, based on the Vygotskian cultural-historical theory of human development and learning. This approach is elaborated into an educational concept called "developmental education" that is implemented in the Netherlands in many primary schools. In this approach, meaningful learning is conceived of as a way of learning through participation in cultural practices emulated in primary schools, which integrates both cultural (conventional) meanings and personal sense of the pupils. The major mission of this developmental education approach is to engage pupils in the creative production of culture in ways that give them access to the culture's collective memory, mastery of communicative means, and prevent alienation. The article argues that such a type of non-alienating, meaningful cultural learning can be realized optimally when pupils learn to play relevant roles in cultural practices (called "imitative participation") and are assisted to critically appropriate the tools and rules that are required for the accomplishment of these roles. As a case for the illustration of the potentials of the approach, the development of abstract thinking in primary school is analyzed and clarified. Abstract thinking is here taken (following Cassirer) as a way of consistently conceiving from a specific point of view and related to the role a person enacts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Abstract Reasoning; Classification; Children; Entomology; Visual Stimuli; Bias; Concept Formation; Child Psychology; Experimental Psychology

Abstract:
We examined whether inductive reasoning development is better characterized by accounts assuming an early category bias versus an early perceptual bias. We trained 264 children aged 3 to 9 years to categorize novel insects using a rule that directly pitted category membership against appearance. This was followed by an induction task with perceptual distractors at different levels of featural similarity. An additional 52 children were given the same training followed by an induction task with alternative stimuli. Categorization performance was consistently high; however, we found a gradual transition from a perceptual bias in our youngest children to a category bias around 6 or 7 years of age. In addition, children of all ages were equally distracted by higher levels of featural similarity. The transition is unlikely to be due to an increased ability to inhibit perceptual distractors. Instead, we argue that the transition is driven by a fundamental change in children's understanding of category membership. (Contains 3 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intelligence Tests; Abstract Reasoning; Test Items; Test Construction; Accuracy; Predictive Validity; Correlation; Schizophrenia; Adults

Abstract:
The Raven's Standard Progressive Matrices (RSPM) is a 60-item test for measuring abstract reasoning, considered a nonverbal estimate of fluid intelligence, and often included in clinical assessment batteries and research on patients with cognitive deficits. The goal was to develop and apply a predictive model approach to reduce the number of items necessary to yield a score equivalent to that derived from the full scale. The approach is based on a Poisson predictive model. A parsimonious subset of items that accurately predicts the total score was sought, as was a second nonoverlapping alternate form for repeated administrations. A split sample was used for model fitting and validation, with cross-validation to verify results. Using nine RSPM items as predictors, correlations of 0.9836 and 0.9782 were achieved for the reduced forms and 0.9063 and 0.8978 for the validation data. Thus, a 9-item subset of RSPM predicts the total score for the 60-item scale with good accuracy. A comparison of psychometric properties between 9-item forms, a published 30-item form, and the 60-item set is presented. The two 9-item forms provide a 75% administration time savings compared with the 30-item form, while achieving similar item- and test-level characteristics and equal correlations to 60-item based scores. (Contains 10 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; Developed Nations; Grade 6; Grade 5; Abstract Reasoning; Educational Environment; Laptop Computers; Scores; Grade 7; Experiments; Comparative Analysis; Foreign Countries; Elementary School Students; Middle School Students; Educational Technology

Abstract:
There is a rising trend to provide low-cost laptops to children in developing countries. Notwithstanding strong claims about the educational effectiveness of these programs, there is very little systematic evidence. Given the level of modernization and the teacher-led learning environment in developing countries, the usage of laptops in such contexts may affect children in ways that are quite different to how they would affect children in developed countries. A field experiment was conducted to compare abstract reasoning of Ethiopian children equipped with a laptop (n = 203) with a matched control group (n = 210) after 6 months of usage. Children with a laptop had significantly higher scores on finding analogies and categories. Effects were significant among children in grade 6 and 7, but not in grade 5. Different laptop activities may boost children's abstract reasoning. Theoretical and practical implications and the implementation of laptops in developing countries are discussed. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; Pattern Recognition; Thinking Skills; Cooperative Learning; Abstract Reasoning; Cognitive Processes; Experiments; Graduate Students; Medical Students; Error of Measurement; Medical Schools; Clinical Teaching (Health Professions); Clinical Diagnosis; Health Education; Science Education

Abstract:
Clinicians are believed to use two predominant reasoning strategies: system 1 based pattern recognition, and system 2 based analytical reasoning. Balancing these cognitive reasoning strategies is widely believed to reduce diagnostic error. However, clinicians approach different problems with different reasoning strategies. This study explores whether clinicians have insight into their problem specific reasoning strategy, and whether this insight can be used to balance their reasoning and reduce diagnostic error. In Experiment 1, six medical residents interpreted eight ECGs and self-reported their predominant reasoning strategy using a four point scale (4S). Self-assessed reasoning strategy correlated with objective assessment by two clinical experts using a post hoc talk-aloud protocol (p = 0.69, p less than 0.0001). Reporting an analytic strategy was also associated with 40% longer interpretation times (p = 0.01). In Experiment 2, twenty-four residents were asked to reinterpret eight ECGs with instructions customized to their 4S. Half of the ECGs were reinterpreted with instructions to use the opposite reasoning strategy to that reported, and half with instructions to use the same reasoning strategy. ECG reinterpretation scores did not differ with potentiating compared to balancing reasoning instructions (F[subscript 1,888] = 0.22, p = 0.64). However, analytic instructions were associated with improved scores (F[subscript 1,188] = 15, p = 0.0001). These data suggest that clinicians are able to recognize their reasoning strategies. However, attempting to balance reasoning strategies through customizable instructions did not result in a reduction in diagnostic errors. This suggests important limitations to the widespread belief in balancing reasoning strategies to reduce diagnostic error. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; Nouns; Linguistics; Infants; Adoption; Cognitive Development; Prediction; Comparative Analysis; Language Acquisition; Preschool Children; Abstract Reasoning; Longitudinal Studies

Abstract:
Early language development is characterized by predictable changes in the words children produce and the complexity of their utterances. In infants, these changes could reflect increasing linguistic expertise or cognitive maturation and development. To disentangle these factors, we compared the acquisition of English in internationally-adopted preschoolers and internationally-adopted infants. Parental reports and speech samples were collected for 1 year. Both groups showed the qualitative shifts that characterize first-language acquisition. Initially, they produced single-word utterances consisting mostly of nouns and social words. The appearance of verbs, adjectives and multiword utterances was predicted by vocabulary size in both groups. Preschoolers did learn some words at an earlier stage than infants, specifically words referring to the past or future and adjectives describing behavior and internal states. These findings suggest that cognitive development plays little role in the shift from referential terms to predicates but may constrain children's ability to learn some abstract words. (Contains 5 figures and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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