The Impact Logical Thinking Assessments Has on a Child's Development

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Participants

The participants in this research study consists of 20 students from the Hosanna Preparatory School in Montego Bay,Jamaica. An informed consent will be given to the parents or legal guardian of the child participating in the research in order to keep the research ethical. The students age range will be 4-9.. In this child development assessment, the researcher will use the conservation of numbers task to collect data for the study.

Procedure

This experiment requires the researcher to use 8 small identical objects of their choice. The researcher will first arrange the display of two identical parallel rows of marbles before asking the child a series of yes or no questions after getting consent from their parents or legal guardian. If the child answers yes to the part one of the experiment then he/she will be given to opportunity to continue the experiment, if not then another child be will asked to participate. In part two of the experiment the researcher will then shift the marbles so that the top row seems wider than the bottom row and then proceed to ask each child another series of yes or no questions. The results of this experiment will then be recorded and displayed on graphs.

References

Bakken, L., Thompson, J., Clark, F., Johnson, N., & Dwyer, K. (2001). Making Conservationists and Classifiers of Pre operational Fifth-Grade Children. The Journal of Educational Research, 95(1), 56-61. Retrieved from http://www.jstor.org/stable/27542357

Deák, Gedeon O. (2006). Do children really confuse appearance and reality?. TRENDS in Cognitive Sciences, 10(12), 546 - 550. UC San Diego: 17079185. Retrieved from: http://escholarship.org/uc/item/7rv4p4k1

Rothenberg, B. B., & Courtney, R. G. (1968). Conservation of Number in Very Young Children: A Replication of and Comparison With Mehler and Bever'S Study. The Journal of Psychology, 70(2), 205-212. doi:10.1080/00223980.1968.10544951

Sarnecka, B. W., & Wright, C. E. (2013). The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity. Cognitive Science, 37(8), 1493-1506. doi:10.1111/cogs.12043

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