On the basis of early transitivity judgments

Halford G.S. and Kelly M.E. (1984) On the basis of early transitivity judgments. Journal of Experimental Child Psychology, 38 1: 42-63. doi:10.1016/0022-0965(84)90018-3

Author Halford G.S.
Kelly M.E.
Title On the basis of early transitivity judgments
Journal name Journal of Experimental Child Psychology   Check publisher's open access policy
ISSN 0022-0965
Publication date 1984-01-01
Sub-type Article (original research)
DOI 10.1016/0022-0965(84)90018-3
Volume 38
Issue 1
Start page 42
End page 63
Total pages 22
Language eng
Subject 3204 Developmental and Educational Psychology
3205 Experimental and Cognitive Psychology
Abstract This research had two aims. The first was to test three explanations of performance on N-term series tasks by young children: the labeling model of B.DeBoysson-Bardies and K. O'Regan (1973), Nature (London), 246, 531-534, the sequential-contiguity model of L. Breslow (1981, Psychological Bulletin, 89, 325-351), and the ordered array or image model of C. A. Riley and T. Trabasso (1974, Journal of Experimental Child Psychology, 17, 187-202). In the first experiment, 5-year-old children were taught additional premises which would interfere with labeling and sequential-contiguity processes, but not with forming an ordered array. Reasoning performance was essentially comparable to previous results with the paradigm, thus supporting the ordered array model. The second aim was to reexamine children's ability to learn sets of premises which can be assembled into an ordered array, since there was reason to believe that previous studies had created false positives. In the second experiment, 3- to 7-year-old children were taught either overlapping (a > b, b > c, ...) or nonoverlapping (a > b, c > d, ...) premises. Overlapping premises can be integrated into an ordered array (a, b, c, d, e), but nonoverlapping premises cannot. However, the overlapping condition proved more difficult, and the success rate for preschoolers (3 1 2- to 4 1 2-year-olds) was of zero order. This raises doubts about their ability to learn a set of premises of the kind required for transitive inference. These doubts were strengthened by the third experiment which showed that when premises were not presented in serial order, preschool (3 1 2- to 4 1 2-year-old) children could not learn the premises of an N-term series task.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
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