Measures and References: References: Reasoning

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Raven's Standard Progressive Matrices: (Raven, 1981): A paper and pencil measure of non-verbal critical thinking and fluid intelligence in students six years and older.

Wechsler Intelligence Scale for Children (WISC-V): (Wechsler, 1994): The Similarities subtest measures Verbal Reasoning. Two similar but different concepts are presented, and the student is asked to tell how they are alike or different.

References

Beaty, R. E., & Silvia, P. J. (2013). Metaphorically speaking: Cognitive abilities and the production of figurative language. Memory and Cognition, 41(2), 255–267.

Benedek, M., Jauk, E., Sommer, M., Arendasy, M., & Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46(1), 73–83.

Dumontheil, I., Wolf, L. K., & Blakemore, S. J. (2016). Audience effects on the neural correlates of relational reasoning in adolescence. Neuropsychologia, 87, 85–95.

Fry, A. F., & Hale, S. (2000). Relationships among processing speed, working memory, and fluid intelligence in children. Biological Psychology, 54, 1–34.

Kane, M. J., Tuholski, S. W., Hambrick, D. Z., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217.

Kievit, R. A., Lindenberger, U., Goodyer, I. M., Jones, P. B., Fonagy, P., Bullmore, E. T., The Neuroscience in Psychiatry Network & Dolan, R. J. (2017). Mutualistic coupling between vocabulary and reasoning supports cognitive development during late adolescence and early adulthood. Psychological science, 28(10), 1419-1431.

Nippold, M. A., & Ward-Lonergan, J. M. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238–248.

Raven, J. (1981). Manual for Raven's Progressive Matrices and Vocabulary scales. Research supplement no. 1: The 1979 British standardisation of the standard progressive matrices and mill hill vocabulary scales, together with comparative data from earlier studies in the UK, US, Canada, Germany and Ireland. Oxford: Oxford University Press; San Antonio, TX: The Psychological Corporation.

Richland, L. E., & Burchinal, M. R. (2013). Early Executive Function Predicts Reasoning Development. Psychological Science, 24(1), 87–92.

Rindermann, H., & Neubauer, A. C. (2004). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32(6), 573–589.

Silvia, P. J., & Beaty, R. E. (2012). Making creative metaphors: The importance of fluid intelligence for creative thought. Intelligence, 40(4), 343–351.

Tourva, A., Spanoudis, G., & Demetriou, A. (2016). Cognitive correlates of developing intelligence: The contribution of working memory, processing speed and attention. Intelligence, 54, 136–146.

Vendetti, M. S., Matlen, B. J., Richland, L. E., & Bunge, S. A. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106.

Wechsler, D. (2014). Wechsler intelligence scale for children-fifth edition. Bloomington, MN: Pearson

Williams, A. M., & Prince, P. (2017). How does anxiety influence fluid reasoning?. Applied Neuropsychology: Child, 6(3), 248-254.

Wolf, L. K., Bazargani, N., Kilford, E. J., Dumontheil, I., & Blakemore, S. J. (2015). The audience effect in adolescence depends on who's looking over your shoulder. Journal of Adolescence, 43, 5–14.