Children’s Cognitive Reflection Predicts Conceptual Understanding in Science and Mathematics
| Autor: | Andrew G. Young, Andrew Shtulman |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Adult
genetic structures Folk biology Rationality Neuropsychological Tests 050105 experimental psychology Executive Function Cognition Cognitive development Humans 0501 psychology and cognitive sciences cardiovascular diseases Child Reflection (computer graphics) General Psychology Cognitive Reflection Test 05 social sciences Mathematical Concepts Conceptual change equipment and supplies Open data cardiovascular system Psychology Mathematics circulatory and respiratory physiology 050104 developmental & child psychology Cognitive psychology |
| Zdroj: | Psychological Science. 31:1396-1408 |
| ISSN: | 1467-9280 0956-7976 |
| DOI: | 10.1177/0956797620954449 |
| Popis: | The Cognitive Reflection Test (CRT) is a widely used measure of adults’ propensity to engage in reflective analytic thought. The CRT is strongly predictive of many diverse psychological factors but unsuitable for use with developmental samples. Here, we examined a children’s CRT, the CRT–Developmental (CRT–D), and investigated its predictive utility in the domains of science and mathematics. School-age children ( N = 152) completed the CRT–D, measures of executive functioning, measures of rational thinking, and measures of vitalist-biology and mathematical-equivalence concepts. CRT–D performance predicted conceptual understanding in both domains after we adjusted for children’s age, executive functioning, and rational thinking. These findings suggest that cognitive reflection supports conceptual knowledge in early science and mathematics and, moreover, demonstrate the theoretical and practical importance of children’s cognitive reflection. The CRT–D will allow researchers to investigate the development, malleability, and consequences of children’s cognitive reflection. |
| Databáze: | OpenAIRE |
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