Describe children’s development of deductive and inductive reasoning in preschool. How do they compare to the development of number concept?
What will be an ideal response?
Ans: At least by about age 4 to 5 years, preschoolers can show some level of deductive reasoning. Children have difficulty using logic (reasoning) when faced with information contradictory to what they know but can demonstrate deductive thinking at above-chance levels. Research also suggests children may improve with appropriate practice. Inductive reasoning, from the specific to the general, seems to be related to knowledge base and expertise, which is limited in preschool. Number concept is domain-specific knowledge. Many theorists believe there is an innate number sense, serving as the skeleton to which experiences add more knowledge. For example, playing numerical board games enhances number knowledge. The text also provides number principles and information about nonverbal representation of numbers that students may also discuss.
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A correlation between two interval/ratio variables is measured using the _____ coefficient, and a correlation between one interval/ratio variable and one nominal variable is measured using the _____ coefficient
a. Pearson product-moment correlation; Spearman rank-order correlation b. Spearman rank-order correlation; Pearson product-moment correlation c. phi; Spearman rank-order correlation d. Pearson product-moment correlation; point-biserial correlation
The cross-generational problem is conceptually similar to which other research principle?
a. Cohort effect b. Informed consent c. Benefits-to-risk ratio d. Ecological validity
What do changes in level indicate about treatment effects?
a) Changes in level are dependent on changes in means to show treatment effects. b) Shifts or discontinuities show the absence of treatment effects. c) Shifts or discontinuities within a phase show treatment effects. d) Shifts or discontinuities between phases show treatment effects.
In client-centered therapy, the therapist
a. assumes a role of leadership to direct the efforts of the client. b. explores the client's unconscious thoughts and feelings. c. helps the client to form new, more productive habit patterns. d. creates a a nondirective "atmosphere of growth."