Children's Reasoning Research Articles

Pengembangan Teknik Ligapo untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa Inklusi pada Pembelajaran Tematik Sekolah Dasar

This research aims to improve the creative thinking skills of inclusion students in Sudirman State Elementary School, Ambarawa Subdistrict. The work of innovation developed in this study is the ligapo technique that is folding, drawing, and cutting. A method designed to assist students with special needs in participating in learning activities together with regular students. The characteristic of inclusion students in class VI is slow learner (slow learning). Ligapo techniques were created to make it easier for students to accept and understand the subject matter. In addition, this technique also improves creative thinking skills for students. An important point in this innovative work is the impact that teachers have on the cultivation of concepts to students through folding, patterning, and cutting activities that are packed with fun and fun. The results showed that ligapo techniques can improve children's catch and reason in learning the material and memory to memorize the material. In fact, through this method inclusion students can improve their creative thinking skills. Inclusion students are able to develop folding and cutting techniques according to their creativity. Thus, this ligapo technique has a good impact on the development of creative ways of reasoning and thinking of inclusion students.

You can’t change the past: Children’s recognition of the causal asymmetry between past and future events

This study explored children's causal reasoning about the past and future. U.S. adults (n=60) and 3-to-6-year-olds (n=228) from an urban, middle-class population (49% female; ~45% white) participated between 2017 and 2019. Participants were told three-step causal stories and asked about the effects of a change to the second event. Given direct interventions on the second event, children of all ages judged that the past event still occurred, suggesting even preschoolers understand time is irreversible. However, children reasoned differently when told that the second event did not occur, with no specific cause. In this case, 6-year-olds and adults inferred that the past event also did not occur. In both conditions, inferences that future events would change emerged gradually between 4 and 6.

The Rate of Suicide and its Reasons in Children Under the Age of 18 Years

Background: The type of suicide is determined by various factors, such as accessibility to drugs, economic problems, and psychological disorders.This study aimed to assess the rate of suicide and its reasons in children <18 years. Methods: This was a cross-sectional study carried out on 350 autopsy bodies less than 18 years of age in Tehran Forensic Medicine Center in 2010-2020 who had struggled with suicide. Data were analyzed using SPSS software v. 18. Results: Mean±SD age of children was 16.36±1.76 years. The most common method in children less than 15 years and over 15 years was hanging (n=36) and poisoning with chemical substances (n=139), respectively (P<0.001). The most common method of suicide was poisoning with chemical substances (n=147, 42%). The most common method of suicide in girls and boys was poisoning with chemical substances (n=81) and hanging (n=75), respectively. The highest number of children who struggled were residents in the outskirt of Tehran (n=113, 32.5%). The suicide rate in people with depressive disorder and tentative injury was 10% (n=35) and 18.6% (n=65). In 13 patients, vitreous humor alcohol was positive (Mean±SD alcohol: 60.61±43.03 mg/dl). The most common toxin observed in toxicology was rice tablet or aluminum phosphide (n=90, 25.7%). Regarding drug toxicity in toxicology, 52.6% (n=86) was not positive. Opium was found in 7.4% of cases (n=26). Conclusion: The suicide rate has been on the rise during the past ten years through hanging and poisoning with chemical substances, such as aluminum phosphide, opium, and tricyclic antidepressants, especially in the outskirts.

The Rate of Suicide and its Reasons in Children Under the Age of 18 Years

Background: The type of suicide is determined by various factors, such as accessibility to drugs, economic problems, and psychological disorders.This study aimed to assess the rate of suicide and its reasons in children <18 years. Methods: This was a cross-sectional study carried out on 350 autopsy bodies less than 18 years of age in Tehran Forensic Medicine Center in 2010-2020 who had struggled with suicide. Data were analyzed using SPSS software v. 18. Results: Mean±SD age of children was 16.36±1.76 years. The most common method in children less than 15 years and over 15 years was hanging (n=36) and poisoning with chemical substances (n=139), respectively (P<0.001). The most common method of suicide was poisoning with chemical substances (n=147, 42%). The most common method of suicide in girls and boys was poisoning with chemical substances (n=81) and hanging (n=75), respectively. The highest number of children who struggled were residents in the outskirt of Tehran (n=113, 32.5%). The suicide rate in people with depressive disorder and tentative injury was 10% (n=35) and 18.6% (n=65). In 13 patients, vitreous humor alcohol was positive (Mean±SD alcohol: 60.61±43.03 mg/dl). The most common toxin observed in toxicology was rice tablet or aluminum phosphide (n=90, 25.7%). Regarding drug toxicity in toxicology, 52.6% (n=86) was not positive. Opium was found in 7.4% of cases (n=26). Conclusion: The suicide rate has been on the rise during the past ten years through hanging and poisoning with chemical substances, such as aluminum phosphide, opium, and tricyclic antidepressants, especially in the outskirts.

Why are you allowed to go to school on your own? Exploring children's voices on independent mobility

AbstractThis study aims to analyse 1002 children's and adolescent's reasons for going to school alone or accompanied and to explore how parents influence their choice. The findings revealed that children who could go to school alone feel that their parents trust them more. Moreover, children who live close to school are more likely to commute autonomously and those who do so feel their environment is safer. Finally, there are significant gender differences in autonomous travel to school, largely due to parental influence. In conclusion, there is a real need to work with children and families to develop targeted interventions to support the normalisation of children's autonomous walking and to address the fears of parents.

From “haves” to “have nots”: Developmental declines in subjective social status reflect children's growing consideration of what they do not have

Subjective social status (SSS), or a person's view of their own socioeconomic status, has important consequences for social cognition and wellbeing, yet little is known about its development before adolescence. Previous research finds that SSS declines during childhood. We sought to replicate this finding, and also to extend it by investigating what aspects of children's reasoning drive this developmental decline. To do so, we assessed four- to ten-year-old children's SSS using a MacArthur Ladder Task (n = 377), which has been validated for use with children in this age range. We then assessed children's open-ended rationales for their SSS judgments. Results indicated that SSS declined over child development, replicating previous work. We also confirmed that this decline corresponded with improvements in SSS accuracy; young children overestimated their SSS relative to their objective SES, but were relatively accurate by age ten. Moreover, trends in children's rationales revealed that developmental shifts in both SSS and SSS accuracy corresponded with children's references to what they do not have, but not with references to what they do have, nor with references to any particular status cues (e.g., houses, lifestyle). Thus, children may increasingly consider what they lack to determine their status. Implications for self-evaluation and social cognition are discussed.

Why do children struggle on analogical reasoning tasks? Considering the role of problem format by measuring visual attention

Given the importance of analogical reasoning to bootstrapping children's understanding of the world, why is this ability so challenging for children? Two common sources of error have been implicated: 1) children's inability to prioritize relational information during initial problem solving; 2) children's inability to disengage from salient distractors. Here, we use eye tracking to examine children and adults' looking patterns when solving scene analogies, finding that children and adults attended differently to distractors, and that this attention predicted performance. These results provide the most direct evidence to date that feature based distraction is an important way children and adults differ during early analogical reasoning. In contrast to recent work using propositional analogies, we find no differences in children and adults' prioritization of relational information during problem solving, and while there are some differences in general attentional strategies across age groups, neither prioritization of relational information nor attentional strategy predict successful problem solving. Together, our results suggest that analogy problem format should be taken into account when considering developmental factors in children's analogical reasoning.

Cooperative Games and Prosocial Reasoning in Children: Effects of an Intervention Program

This article presents the results of a study made with children between seven and eight years of age, with the purpose of determining the influence of cooperative on their prosocial judgment. It has a quasi-experimental design with control and experimental groups, with pre-test and post-test measurements through a pictorical scale to evaluate prosocial reasoning in the participating children, before and after the implementation of an intervention program based on cooperative games. The program had a significant impact on children's prosocial judgment, there was an increase in the frequency of children with needs-oriented and stereotyped reasoning, and a decrease in hedonistic judgment. Psychoeducational programs of this type could be used to positively influence the reasoning and prosocial behavior of children at these ages.

PERAN PSIKOLOGI DALAM PERKEMBANGAN KOGNITIF DAN LINGUISTIK PADA ANAK

In human development, it is often characterized as a developmental milestone where new behaviors emerge and are increasingly complex as the stages of development appear in this modern era. Development does notoccur at a constant pace. A relatively fast growth (spurt) can be interspersed with slow growth (plateau).Some scholars use such uneven patterns of growth and change as evidence of qualitatively different periods of development. From the results of the study found 3 factors that have the potential to affect the development of each child's reasoning,namely; Hereditary factors (heredity), environmental factors, heredity and environmental factors that interact to form behavior. The characteristics inherited by each child have a sensitive period, namely when children are active and motivated learners and when children construct their knowledge based on experience. In implanting physical and cognitive devices there is thought and language becoming increasingly interdependent; As thought and language begin to fuse, children often talk to themselves which is known as self-talk. Self-talk has an important function in cognitive development: By talking to themselves, children learn to guide and direct their own behavior in the process of performing difficult tasks and performing complex maneuvers_just as adults guide them.

Orthodontic treatment demand in young adolescents – Are parents familiar with their children's desires and reasons?

To assess the levels of agreement between parents and adolescents about young adolescents' orthodontic treatment demand and to what extent is treatment demand conditioned by family and psychosocial impacts and oral function. This cross-sectional study included 221 adolescents (11-14years, 54% female) and their parents. A 5-point scale was used to assess orthodontic treatment demand. Adolescents self-administered the Child Perceptions Questionnaire, and parents self-administered the Parental-Caregivers Perceptions Questionnaire and Family Impact Scale. The Index of Orthodontic Treatment Need Dental Health Component (IOTN DHC) was used for determining malocclusion severity. Intraclass correlation coefficient and Cohen's kappa coefficient were used for the assessment of agreement between two informants. The parent-child agreement on children's orthodontic treatment demand was weak, concording in 67.4% of cases. The most common reasons for seeking orthodontic treatment derive from the emotional (EW) and social well-being domains for both informants. In linear regression, the adolescent's reporting of impaired EW and IOTN DHC was the only significant linear predictor of orthodontic treatment demand. Parents cannot correctly assess the orthodontic treatment demand of their children. Impaired EW is the most significant self-reported determinant of adolescents' demand for orthodontic treatment. Family relationships and parental perspective have a low influence.

Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations

Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was tested against the use of instructive statements (“This is a dwarf's door”) and in combination with open questions (“What do you think, why is the door so small?”). In Experiment 1, hypotheses differed from instructions only by the modal marker “maybe”. Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questions elicited longer responses but no more self-generated explanations in children than open-ended questions alone. Results indicate that subtle differences in adults’ utterances can directly influence children's reasoning and children's contributions to dialogues.

How Do Children Reason About Mirrors? A Comparison Between Adults, Typically Developed Children, and Children With Autism Spectrum Disorder.

The information about what one can see and what other people can see from different viewpoints is important. There are circumstances in which adults and children make systematic errors when predicting what is visible from their own or others’ viewpoints. This happens for example when reasoning about mirrors. We explored differences among three developmental groups: young adults (N=60) typically developing children (N=30); and children with autism spectrum disorder (ASD, N=30). We used an illustration of a top-down view of a room with a mirror on a wall (Room Observer and Mirror Perspective test: ROMP). Participants selected (circled on paper) which objects behind the observer in the room were visible, reflected from the mirror and from a given position (viewpoint). For half of each group, the observer in the room was described as a teddy bear; for the other half, it was described as a child. Overall, there were many errors in all groups, which we separate in errors of ignoring the viewpoint (same response to all three locations) and inversion errors (choosing objects on the left instead of the right or vice versa). In addition to the overall task difficulty, the ASD group made relatively more mistakes of ignoring the viewpoint compared to the other groups and underestimated how many objects were visible in the teddy bear condition that is when the viewpoint was an inanimate object. We suggest that this is related to a delay in theory of mind (ToM) development.

Unusual artifacts: Linking parents' STEM background and children's animacy judgments to parent–child play with robots

Although prior work has investigated children's judgments of robots' animacy, we take a sociocultural perspective to extend this research by exploring how families' interactions with a robot and parents' STEM background relate to children's understanding of robots. We explored the social context of parent–child goal-directed play with an educational robot and asked whether children's judgments of the robot's animacy were predicted by (a) age, (b) parents' occupation (STEM, non-STEM), (c) parents' level of education, and (d) the complexity of communications with the robot. We recruited 72 parent–child dyads (3–6 years of age) at a children's museum to participate in a structured play session with a robot. Children then answered questions about animate and inanimate traits of several objects while parents completed a survey. We coded parents' and children's talk and behaviors considering the complexity of their communication with the robot. We found that children's age related to the way parents interacted with the robot, and parents' occupational category (STEM vs. non-STEM) was related to the way older children interacted with the robot. In particular, the proportion of children's complex commands increased with age for children from STEM families (but not for those from non-STEM families). We also found that children's perceived animacy for the robot was predicted by the amount of time that parents spent communicating about the robot with their child. This work highlights the need to consider children's reasoning about robots in light of social contexts within which children experience robots with parents and other people.

Early adversity and positive parenting: Association with cognitive outcomes in children with autism spectrum disorder

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication and repetitive behaviors. Children with ASD are statistically more likely to experience early adversity; however, little is known about the types of early adversity that place these children at risk, the role of parenting as a protective factor, and how this early life stress impacts cognitive outcomes. We assessed early adversity in 302 children (ASD=98) aged 6-16 years old, using parent-based report. To identify protective factors, we assessed parenting styles using parent surveys. Executive functions were assessed in the children using the WISC-V. Children with ASD had an increased incidence of familial stressors compared to the typically developing (TD) group. Positive parenting was associated with a significant decrease in the incidence of familial adverse events for both children with ASD and TD children. Examining the relationship between adversity and cognitive outcomes, in young children (6-11 years) with ASD, environmental stressors were associated with cognitive impairments. Findings suggest children with ASD may be at higher risk for familial adversity than their TD peers. However, all children benefit from positive parenting styles, which may mitigate the adverse effects of family-based early life stress. LAY SUMMARY: Some key features of Autism Spectrum Disorder (ASD) include difficulties with communication and social impairments. This means that children with ASD may be more likely to experience early adversity (stressful social interactions which take place during childhood) than children without ASD. Research in typically developing (TD) children has shown that experiencing more stressful events in childhood can cause changes in the brain, which can potentially impact the child's memory, reasoning, and decision-making skills later in life. However, there is evidence to suggest that having a nurturing relationship with a parent can offset some of the negative impacts of childhood adversity. In our study, we found that children with ASD are more likely to experience family-related stress compared to TD children. Having a positive relationship with a parent, however, was linked to experiencing this type of stress less often for all children, regardless of whether they were diagnosed with ASD. We also found that stressors related to environmental factors like financial instability were associated with lower cognitive abilities in children with ASD under 12 years of age. Understanding how these factors interact and differ in children with ASD can help to build stronger families and help children with ASD to thrive throughout their development.

Testing the limits of structural thinking about gender.

When seeking to explain social regularities (such as gender differences in the labor market) people often rely on internal features of the targets, frequently neglecting structural and systemic factors external to the targets. For example, people might think women leave the job market after childbirth because they are less competent or are better suited for child-rearing than men, thereby eliding socio-cultural and economic factors that disadvantage women. Across two studies (total N=192) we probe 4- and 5-year-olds and 7- and 8-year-olds' internal versus structural reasoning about gender. We explore the evaluative and behavioral implications of this reasoning process with both novel gendered behaviors that were experimentally created and familiar gendered behaviors that exist outside of a lab context. We show that children generate more structural explanations, evaluate the structural explanation more positively, expect behaviors to be more mutable, and evaluate gender non-conforming behaviors more positively when structural cues are provided. However, we also show that such information may be of limited effectiveness at reducing pre-existing group-based discriminatory behaviors: children continue to report less willingness to affiliate with peers who display non-conforming behaviors even in the presence of structural cues. Taken together, these results provide evidence concerning children's structural reasoning about gender categories and shed new light on how such reasoning might affect social evaluations and behavioral intentions.

Children's (Mis)understanding of the Balance Beam (Online Edition).

The balance-scale task, proposed by Inhelder and Piaget, illustrates children understanding of weight-distance relationships. Piaget used the clinical interview method in order to investigate children's reasoning. Over the last five decades, Siegler's Rule-Assessment Approach has been used to explain children reasoning in the balance-scale task according to rules children would use to solve the task. However, this approach does not take into account some key perceptual properties of the task. This study evaluates whether different task demands would alter children's errors. Forty children (twenty children aged 4–5 years and twenty children aged 9–10 years) predicted the movement of both arms of 16 balance-scale problems administered online. Nine 4–5-year-olds produced non-plausible responses whereas none of the 9–10-year-olds provided non-plausible responses. These results seem to indicate a basic misunderstanding of the scale from some younger children, one that eludes traditional measures used with this task.

Social sampling: Children track social choices to reason about status hierarchies.

We tested whether preschool-aged children (N = 280) track an agents' choices of individuals from novel social groups (i.e., social choices) to infer an agent's social preferences and the social status of the groups. Across experiments, children saw a box containing 2 groups (red and blue toy cats). In Experiment 1, children were randomly assigned to Social Selection in which items were described as "friends," or to Object Selection in which items were described as "toys." Within each selection type, the agent selected 5 items from either a numerically common group (82% of box; selections appearing random) or a numerically rare group (18% of box; selections violating random sampling). After watching these selections, children were asked who the agent would play with among 3 individuals: 1 from the selected group, 1 from the unselected group, or 1 from a novel group. Only participants who viewed Social Selection of a numerically rare group predicted that the agent would select an individual from that group in the future. These participants also said an individual from the selected group was the "leader." Subsequent experiments further probed the Social Selection findings. Children's reasoning depended on the agent actively selecting the friends (Experiment 2), and children thought a member of the rare selected group was the leader, but not the "helper" (Experiment 3). These results illustrate that children track an agent's positive social choices to reason about that agent's social preferences and to infer the status (likelihood of being a leader) of novel social groups. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Because ‘everybody believes in different things’: Examining tolerance of divergent preferences, beliefs, and morals in kindergarten students

AbstractSocieties are becoming increasingly pluralistic, yet acceptance of differing points of view remains an issue. Thus, it is important to understand how young children think about issues related to acceptance of differing views and factors that may be related to sharing greater levels of tolerance. A total of 167 kindergarten students (ages 4–5) were presented with pictures of hypothetical peers and told that each peer held an opposing view from them with respect to a preference (blue, blocks), belief (believing in fairies, believing in superheroes), or moral (lying, tattling). Children were asked if it was okay for this peer to hold a different view, whether they would be willing to play with the peer, and to justify their responses. Measures of children's theory of mind understanding, language ability, and prosocial behaviour were also collected. Children shared tolerant responses more frequently towards peers who held different preferences and beliefs as compared to different morals. Children who shared intolerant responses frequently rejected the peer's different view. Willingness to play with a peer was largely based on factors unrelated to tolerance such as the peer's appearance. Children with higher theory of mind understanding and older children were significantly more likely to report that it was okay for a peer to endorse a different preference or belief, but not a different moral. Implications for children's reasoning about personal versus moral norms and the promotion of tolerance in the kindergarten years are discussed.

Cognitive outcomes at ages seven and nine years in South African children from the children with HIV early antiretroviral (CHER) trial: a longitudinal investigation.

IntroductionMany children living with HIV (CLWH) display impaired cognition. Although early combination antiretroviral therapy (ART) produces improved cognitive outcomes, more long‐term outcome data are needed. After concluding the Children with HIV Early antiRetroviral (CHER) trial in 2011, we investigated cognitive performance, at seven and nine years of age. Participants had been randomized to deferred ART (ART‐Def; n = 22); immediate time‐limited ART for 40 weeks (ART‐40W; n = 30) and immediate time‐limited ART for 96 weeks (ART‐96W; n = 18). We also recruited HIV‐exposed uninfected (CHEU; n = 28) and HIV‐unexposed (CHU; n = 35) children.MethodsData were collected between May 2012 and December 2017. Mixed‐model repeated‐measures ANOVAs assessed differences over time between CLWH (ART‐40W, ART‐96W and ART‐Def) and CHIV‐ CHEU and CHU between ART‐Early (ART‐40W and ART‐96W), ART‐Def, CHEU and CHU; and between ART‐40W, ART‐96W, ART‐Def, CHEU and CHU.ResultsAll comparisons found significant effects of Time for most outcome variables (better scores at nine than at seven years; ps < 0.05). The first ANOVAs found that for (a) motor dexterity, CLWH performed worse than CHIV‐ at seven years (p < 0.001) but improved to equivalence at nine years, (b) visual‐spatial processing and problem solving, only CLWH (p < 0.04) showed significant performance improvement over time and (c) working memory and executive function, CLWH performed worse than CHIV‐ at both seven and nine years (p = 0.03 and 0.04). The second ANOVAs found that for (a) working memory, CHU performed better than ART‐Early and CHEU (p < 0.01 and <0.04), and (b) motor dexterity, ART‐Def performed worse than ART‐Early, CHEU and CHU at seven years (p = 0.02, <0.001 and <0.001 respectively) but improved to equivalence at nine years (ps > 0.17). Similarly, for motor dexterity, ART‐Def performed worse than ART‐96W, CHEU and CHU at seven years (p < 0.04, <0.001 and <0.001) but improved to equivalence at nine years (ps > 0.20).ConclusionsAlthough neurocognitive developmental trajectories for treatment groups and controls were largely similar (i.e. performance improvements from 7 to 9), all ART‐treated children, regardless of treatment arm, remain at risk for cognitive deficits over early school ages. Although the nature of these deficits may change as cognitive development proceeds, there are potential negative consequences for these children’s future learning, reasoning and adaptive functioning.

Effect of coding activities on preschool children's mathematical reasoning skills.

The present study was conducted to investigate the effect of coding activities on children’s mathematical reasoning skills. In the study, the pre-test – post-test control group quasi-experimental design was used. The participants of the study consisted of 29 children (17 in experiment group and 12 in control group) aged between 57 – 68 months attending a public kindergarten in Adana, Turkey. Coding Education Program prepared by the researchers was administered to the children in the experiment group while the children in the control group received the regular program. Evaluation Instrument for the Early Mathematical Reasoning Skills was administered to children both in the experimental and control group as pre-test and post-test. Data was collected by individual interviews conducted with the children. Results of the study showed that there is no significant difference between experimental and control group in the pre-test, whereas a significant difference in favor of the experimental group was observed in the post-test. Therefore, it was determined that the coding activities have a significant effect on mathematical reasoning skills of children.