Perceptual reasoning skills mediate the relationship between attention and math proficiency in individuals with a neurodevelopmental condition

2021 ◽  
Vol 111 ◽  
pp. 103880
Author(s):  
E. Clark ◽  
D. Tullo ◽  
A. Bertone
Keyword(s):  
Reasoning Skills ◽  
Math Proficiency ◽  
Perceptual Reasoning ◽  
The Relationship

Ascertaining the Critical Thinking and Formal Reasoning Skills of Students

1998 ◽  
Vol 59 (1) ◽  
pp. 9-18
Author(s):  
Tock Keng Lim
Keyword(s):  
Critical Thinking ◽  
The United States ◽  
Philosophy For Children ◽  
Cognitive Level ◽  
Formal Reasoning ◽  
Concrete Objects ◽  
Reasoning Skills ◽  
Matthew Lipman ◽  
Set Up ◽  
The Relationship

Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.

A-47 The Interplay between Achievement Scores in Math Ability, Visual Working Memory, and Perceptual Reasoning across Race in an Adult Population

2021 ◽  
Vol 36 (6) ◽  
pp. 1088-1088
Author(s):  
D'Shawn L Harrigan ◽  
Kayla Kotalik ◽  
Brittny Arias ◽  
Charles J Golden
Keyword(s):  
Working Memory ◽  
African Americans ◽  
Visual Working Memory ◽  
Adult Population ◽  
Math Ability ◽  
And Gender ◽  
Perceptual Reasoning ◽  
Z Transformation ◽  
The Relationship ◽  
Analysis Of Performance

Abstract Objective The aim of this study is to measure the associations between overall math ability, visual working memory, and perceptual reasoning. Method Data stemmed from an ongoing de-identified database aof clinical adults. Participants were administered the WAIS-IV, KM-3, and WMS-IV. The sample consisted of Caucasians (N = 671, M_edu = 14,45.7% males & 52.5% females), African Americans (N = 154, M_edu = 13, 43.5% males & 56.5% females), and Hispanic (N = 194, M_edu = 13,44.8% males & 53.6% females). Participant’s age ranged from 16 to 81, with a mean of 31.06. Results The analysis corrected for age, education, and gender. The relationship between PR and KM-3 was 0.505 for Caucasians, 0.782 for African Americans, and 0.769 for Hispanics, all p < 0.05. A Fisher Z transformation indicated significance on PR and KM-3 between Caucasians and Hispanics, p < 0.001. The relationship between KM-3 and VWM was 0.408 for Caucasians, 0.828 for African Americans, and 0.591 for Hispanics, all p < 0.05. A Fisher Z transformation indicated significance on KM-3 and VWM between Caucasians and African Americans, p = 0.020. The relationship between KM-3 and VP was 0.349 for Caucasians, 0.584 for African Americans, and.733 for Hispanics, all p < 0.05. A Fisher Z transformation indicated significance on KM-3 and VP between Caucasians and Hispanics, p = 0.04. Discussion Closer analysis of performance between race reveals statistically stronger associations between mathematical ability and perceptual/memory tasks that are visuoconstructional in nature for African Americans and Hispanics when compared to Caucasians. The findings of this study may allude to different approach’s African Americans and Hispanics may use (e.g., mental rotation) when solving mathematical computations.

On the Relationship between Scientific Knowledge and Scientific Reasoning Skills among Elementary School Students

1997 ◽  
Vol 80 (2) ◽  
pp. 671-674
Author(s):  
Sandra Thull ◽  
William M. Bart
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Scientific Knowledge ◽  
Scientific Reasoning ◽  
Life Science ◽  
School Students ◽  
Science Reasoning ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills ◽  
The Relationship

The relationship between scores on scientific knowledge and scientific reasoning among 67 elementary school students in Grades 6 to 8 was investigated. Scientific knowledge was assessed by an objective test of life science knowledge consisting of 40 multiple-choice items. Scientific reasoning was assessed by a test of life science reasoning skills consisting of 10 essay items. Both scientific knowledge and scientific reasoning increased across grades and were significantly correlated. However, when controlling for scientific knowledge, grade differences in scientific reasoning were nonsignificant, but differences in scientific reasoning between boys and girls were significant, with girls scoring higher than boys.

scholarly journals Comparison of Perceptual Reasoning Skills and Mental Health Problems between Deaf and Normal-Hearing Adolescents in a Semi-inclusive setting in Ibadan, Nigeria

2021 ◽  
Vol 33 (1) ◽  
pp. 14-29
Author(s):  
Y. Adeniyi ◽  
O. Omigbodun ◽  
A. Adeosun
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Health Problems ◽  
Normal Hearing ◽  
P Value ◽  
Cross Sectional ◽  
Emotional Difficulty ◽  
Reasoning Skills ◽  
Perceptual Reasoning ◽  
Age And Sex

Background: Adolescents with hearing loss are often faced with poor cognitive and executive functions, and increased prevalence of mental health problems. The study compared the perceptual reasoning skills (PRI) and mental health problems of deaf adolescents with those of their age- and sex- matched hearing counterparts.Methods: It was a comparative cross-sectional study of a total population (102) of deaf adolescents, who were matched for age and sex with 102 normal hearing adolescents. The PRI of the participants was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Mental health problems were assessed with the parents’ and teachers’ versions of the Strengths and Difficulties Questionnaire (SDQ). Descriptive statistics, chi square test and correlation co-efficient were done. Significant level was set at p-value < 5%.Results: The PRI scores ranged from 41-106 across both groups; 58.8 % of the deaf and 41.2% of the hearing adolescents scored 69 and below on the WISC and this difference was statistically significant (p = 0.033). The PRI scores had no significant relationship with the audiometric scores of the deaf participants (r = -0.177; p = 0.076). The PRI scores in the deaf participants were inversely related to hyperactivity assessed by the teacher (r = -0.354), emotional difficulty assessed by both teachers (r = -0.221) and parents (r = -0.280) and peer problems assessed by the teachers (r = -0.329).Conclusion: Deaf participants in this study showed significantly lower level of nonverbal IQ and higher level of behavioural difficulties compared with their hearing counterparts.

scholarly journals Cognitive insights from evolutionarily new brain structures in prefrontal cortex

2020 ◽  
Author(s):  
Willa I. Voorhies ◽  
Jacob A. Miller ◽  
Jewelia K. Yao ◽  
Silvia A. Bunge ◽  
Kevin S. Weiner
Keyword(s):  
Prefrontal Cortex ◽  
Cognitive Processes ◽  
Cognitive Skills ◽  
Short Range ◽  
Brain Structures ◽  
Data Driven ◽  
Neural Signals ◽  
Data Driven Approach ◽  
Reasoning Skills ◽  
The Relationship

ABSTRACTWhile the disproportionate expansion of lateral prefrontal cortex (LPFC) throughout evolution is commonly accepted, the relationship between evolutionarily new LPFC brain structures and uniquely human cognitive skills is largely unknown. Here, we tested the relationship between variability in evolutionarily new LPFC tertiary sulci and reasoning skills in a pediatric cohort. A novel data-driven approach in independent discovery and replication samples revealed that the depth of specific LPFC tertiary sulci predicts individual differences in reasoning skills beyond age. These findings support a classic, yet untested, theory linking the protracted development of tertiary sulci to late-developing cognitive processes. We conclude by proposing a mechanistic hypothesis relating the depth of LPFC tertiary sulci to anatomical connections. We suggest that deeper LPFC tertiary sulci reflect reduced short-range connections in white matter, which in turn, improve the efficiency of local neural signals underlying cognitive skills such as reasoning that are central to human cognitive development.

scholarly journals TPACK Based Open Ended Approach to Improve Mathematical Reasoning Skills

2021 ◽  
Vol 3 (4) ◽  
pp. 145
Author(s):  
Khori Adelina Fitriani
Keyword(s):  
Elementary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Reasoning Abilities ◽  
Correct Method ◽  
Reasoning Skills ◽  
The Relationship

<p><em>Elementary school mathematics learning in Indonesia can be said to be still lacking. During this time, students tend to dislike or even fear mathematics subjects, especially in the context of mathematical reasoning. In the field of education, teachers must be able to develop students' mathematical reasoning by using appropriate strategies. So we need appropriate approaches and media to develop mathematical reasoning abilities. The purpose of this study  to explain the concept of an open-ended approach based on TPACK, the concept of mathematical reasoning and the relationship between an open-ended approach based on TPACK and mathematical reasoning. The result of this study are: (1) TPACK-based Open ended Approach is learning that presents a problem that has more than one correct method or solution, which is presented with the help of ICT-based media. (2) Mathematical reasoning is the ability to conclude and prove a statement, and solve problems in mathematics. (3) TPACK-based open ended approach can improve mathematical reasoning</em><em>.</em></p>

The Giants Project

2003 ◽  
Vol 8 (8) ◽  
pp. 406-413
Author(s):  
Suzanne Levin Weinberg ◽  
Penny L. Hammrich ◽  
Matthew H. Bruce
Keyword(s):  
Word Problems ◽  
Proportional Reasoning ◽  
Rational Numbers ◽  
Single Variable ◽  
Reasoning Skills ◽  
The Many ◽  
The Relationship

What is proportional reasoning? many word problems emphasize realworld situations, with the focus on a single variable. Word problems involving proportional reasoning situations are more complex. Solving these types of problems requires students to identify the two variables involved, then identify the relationship between these two variables. Helping students develop a true understanding of proportional reasoning cannot be accomplished with one isolated topic or situation. For students to use proportional reasoning skills, especially in situations involving rational numbers or unfamiliar story settings, several prerequisite topics must be mastered, including equivalence, fraction, ratio, and scale (Levin 1999; Weinberg 2002). Until these foundational topics are seen as interconnected concepts rather than as isolated skills, students may learn how to solve a single proportion item but fail to recognize the many proportional instances found in and out of the classroom.

Interstellar gas in the central region of the Galaxy

1967 ◽  
Vol 31 ◽  
pp. 239-251 ◽  
Author(s):  
F. J. Kerr
Keyword(s):  
Central Region ◽  
Galactic Plane ◽  
Neutral Hydrogen ◽  
Continuum Emission ◽  
Galactic Centre ◽  
Interstellar Gas ◽  
Hydrogen Recombination ◽  
The Galaxy ◽  
Centre Region ◽  
The Relationship

A review is given of information on the galactic-centre region obtained from recent observations of the 21-cm line from neutral hydrogen, the 18-cm group of OH lines, a hydrogen recombination line at 6 cm wavelength, and the continuum emission from ionized hydrogen.Both inward and outward motions are important in this region, in addition to rotation. Several types of observation indicate the presence of material in features inclined to the galactic plane. The relationship between the H and OH concentrations is not yet clear, but a rough picture of the central region can be proposed.

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