Measuring the influence of complexity on relational reasoning: the development of the Latin Square Task.
Relational complexity (RC) theory conceptualizes an individual's processing capacity and a task's complexity along a common ordinal metric. The authors describe the development of the Latin Square Task (LST) that assesses the influence of RC on reasoning. The LST minimizes the role of knowledge and...
| Publicado en: | Educational & Psychological Measurement Vol. 66; no. 1; pp. 146 - 172 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106406545&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106406545 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00131644 EPM jtl: Educational & Psychological Measurement issn: 00131644 maglogo: Y pubinfo: dt: Feb2006 vid: 66 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106406545 106406545 2009117617 10.1177/0013164405278570 106406545 ppf: 146 ppct: 26 formats: tig: atl: Measuring the influence of complexity on relational reasoning: the development of the Latin Square Task. aug: au: Birney DP Halford GS Andrews G affil: University of Sydney, Australia sug: subj: Memory Evaluation Adolescence Adult Australia Child Female Male Rasch Analysis Students, College Students, Elementary Human Adolescent: 13-18 years Adult: 19-44 years Child: 6-12 years Female Male ab: Relational complexity (RC) theory conceptualizes an individual's processing capacity and a task's complexity along a common ordinal metric. The authors describe the development of the Latin Square Task (LST) that assesses the influence of RC on reasoning. The LST minimizes the role of knowledge and storage capacity and thus refines the identification of a processing-capacity-related complexity effect in task performance. The LST is novel with one explicit rule that is easily understood by adults and children. In two studies, a test of 18 items encompassing three RC levels was administered to university (N = 73; 16-33 years) and school (N = 204; 8-19 years) students. Rasch analyses indicate that the LST scores were psychometrically stable across age groups and provides important diagnostic clues for task development. Consistent with RC theory, the LST is sensitive to parallel and serial (via segmentation) processing demands. The LST provides a strong basis for research on working memory and related constructs (fluid intelligence). pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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