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The Malleability of Relational Reasoning: Effects of Direct or Indirect Interventions on Learning Processes and Outcomes
Sun, April 10, 8:15 to 9:45am, Convention Center, Floor: Level One, Room 144 BSession Type: Symposium
Abstract
Relational reasoning, or the ability to discern meaningful patterns within any stream of information, is a foundational cognitive ability associated with academic success. However, the degree to which relational reasoning can be enhanced or encouraged by educators is still an under-researched question within the educational and psychological literatures. In this symposium, researchers present findings from classroom-based intervention studies in which relational reasoning was a measured outcome. Results show that relational reasoning may be a highly malleable cognitive factor that can be statistically and practically improved as a result of certain instructional practices.
Sub Unit
Chair
Papers
Promoting Relational Reasoning in Elementary Students' Writing - P. Karen Murphy, The Pennsylvania State University; Jeff A. Greene, University of North Carolina - Chapel Hill; Carla Marie Firetto, The Pennsylvania State University; Cristin Montalbano, University of North Carolina - Chapel Hill; Mengyi Li, The Pennsylvania State University - University Park; Liwei Wei, The Pennsylvania State University - University Park; Rachel Miriam Vriend Croninger, The Pennsylvania State University
Fostering Relational Reasoning and Scientific Understanding Through Quality Talk Discourse - Jeff A. Greene, University of North Carolina - Chapel Hill; P. Karen Murphy, The Pennsylvania State University; Ana Butler, Penn State University; Carla Marie Firetto, The Pennsylvania State University; Elizabeth Marie Allen, University of North Carolina - Chapel Hill; Jianan Wang, The Pennsylvania State University - University Park; Liwei Wei, The Pennsylvania State University - University Park; Seung Yu, University of North Carolina
Relational Reasoning in Primary and Secondary School Students: A Developmental Analysis - Sophie Jablansky, University of Maryland - College Park; Vicki Compton
Relational Reasoning and Stereotype Threat: Implications for Learning Outcomes - Emily Lyons, University of Chicago; Nina Simms, University of Chicago; Rebecca Frausel, University of Chicago; Kreshnik Nasi Begolli, Temple University; Lindsey E. Richland, University of Chicago