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RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans
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Factors and processes in children's transitive deductions.

Barlow C Wright1, Jennifer Smailes1

  • 1Division of Psychology, Brunel University London , Uxbridge UB8 3PH , UK.

Journal of Cognitive Psychology (Hove, England)
|December 5, 2015
PubMed
Summary

Children’s transitive reasoning is easier when focusing on the marked relation (item-C) than the unmarked relation (item-A), contrary to prior assumptions. Boys also scored higher than girls on these socio-cognitive tasks.

Keywords:
Children's reasoningGenderMarkednessMental SeriationTransitive deductions

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Socio-Cognitive Development

Background:

  • Transitive tasks are crucial for understanding socio-cognitive development in children.
  • Previous research primarily focused on maturational aspects of transitive reasoning.
  • Limited understanding exists regarding how children process different relational cues.

Purpose of the Study:

  • To investigate children's ability to solve transitive tasks with varying relational conditions.
  • To examine if children find it easier to reason about the marked relation (item-C) versus the unmarked relation (item-A).
  • To explore potential gender differences in transitive reasoning performance.

Main Methods:

  • A composite of five transitive tasks was administered to 117 children aged 6, 7, and 8 years.
  • Tasks included conditions requiring reasoning about item-C (marked relation) and item-A (unmarked relation).
  • Performance was analyzed in relation to age, gender, and theoretical predictions.

Main Results:

  • Children found resolving item-C significantly easier than item-A, challenging established assumptions.
  • Boys demonstrated higher overall transitive reasoning scores compared to girls.
  • A prediction derived from spatial transitive reasoning theory—that reporting the full series is easier than deducing one item—was not supported.

Conclusions:

  • Children's transitive reasoning is influenced by the type of relational cue (marked vs. unmarked).
  • Findings suggest a need to revise existing theories of transitive reasoning to account for these results.
  • The study highlights the importance of considering gender and specific task conditions in developmental research.