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Peer reviewedPillow, Bradford H. – Developmental Psychology, 1991
Two studies investigated children's understanding that biases may influence the interpretation of behavior. In the first experiment, most second graders inferred that a negatively biased, uninformed observer would construe an act as intentional. In the second, kindergartners and second graders appropriately used bias and knowledge information to…
Descriptors: Age Differences, Beliefs, Bias, Early Childhood Education
Peer reviewedAckerman, Brian P.; Jackson, Megan – Journal of Experimental Child Psychology, 1991
Four experiments examined the possibility that second and fourth graders and college students are sensitive to inference constraint when they make causal inferences and assess their understanding of a story. Inference likelihood and understanding ratings varied with constraint for all ages. Results suggest that comprehension monitoring and text…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, College Students
Peer reviewedTippins, Deborah J.; Pate, P. Elizabeth – Science Activities, 1992
Describes the use of observation folders as a tool for understanding and refining the basic skills of observation and inference that are important to the young child. These folders provide opportunities for students to view and examine "mystery pictures," make inferences, and arrive at their own conclusions about the subject of the…
Descriptors: Elementary Education, Elementary School Science, Inferences, Learning Activities
Peer reviewedGoswami, Usha – Child Development, 1991
Children's analogical reasoning has traditionally been measured by classical four-term analogy tasks or problem-solving tasks. Current theories of analogical development and the evidence on which they are based are reviewed. It is concluded that structural views of analogical development are wrong, and knowledge-based accounts of what develops are…
Descriptors: Abstract Reasoning, Age Differences, Analogy, Children
Peer reviewedO'Connor, Mary Catherine; Michaels, Sarah – Anthropology and Education Quarterly, 1993
Revoicing as a classroom technique is considered. Three examples illustrate the potential of the classroom discourse strategy revoicing to position students with regard to propositions and allow them to claim or reject the positions; share reformulations to credit students with teacher inferences; and scaffold and recast problem-solution…
Descriptors: Academic Achievement, Elementary Secondary Education, Inferences, Literacy
Peer reviewedTreanor, Laura J. – Strategies, 1996
One of the ways cooperating physical education teachers can assess student teachers is through high-inference techniques, but they need knowledge about the strengths and weaknesses of such techniques. The paper describes the techniques of intuitive assessment, eyeballing (taking a tour through the gym), anecdotal notes, checklists, and rating…
Descriptors: Cooperating Teachers, Evaluation Methods, Higher Education, Inferences
Peer reviewedElder, Linda; Paul, Richard – Journal of Developmental Education, 2002
Outlines the differences between inferences and assumptions in critical thinking processes. Explains that as students develop critical intuitions, they increasingly notice how their point of view shapes their experiences. (AUTH/NB)
Descriptors: Community Colleges, Critical Thinking, Developmental Studies Programs, Inferences
Peer reviewedBest, Rachel M.; Rowe, Michael; Ozuru, Yasuhiro; McNamara, Danielle S. – Topics in Language Disorders, 2005
Many students from elementary school through college encounter difficulty understanding their science textbooks, regardless of whether they have language disorders. This article discusses some of the particular difficulties associated with science text comprehension and possible remedies for facilitating and enhancing comprehension of challenging…
Descriptors: Textbooks, Sciences, Reading Comprehension, Readability
Direct linkThomas, Scott L.; Heck, Ronald H.; Bauer, Karen W. – New Directions for Institutional Research, 2005
Institutional researchers frequently use national datasets such as those provided by the National Center for Education Statistics (NCES). The authors of this chapter explore the adjustments required when analyzing NCES data collected using complex sample designs. (Contains 8 tables.)
Descriptors: Institutional Research, National Surveys, Sampling, Data Analysis
Hock, Mike; Mellard, Daryl – Journal of Adolescent & Adult Literacy, 2005
This study extends the knowledge garnered from work with younger populations to determine the reading comprehension strategies most important to adults' success on outcome measures and to align them with previously researched interventions. According to an analysis of competence-based standardized tests of literacy (such as the General Educational…
Descriptors: Inferences, Standardized Tests, National Competency Tests, Metacognition
Peer reviewedSheldon, Deborah A.; DeNardo, Gregory – Journal of Research in Music Education, 2005
High school students aspiring to become music educators (n = 116) and upper-level music education majors (n = 130) took part in this investigation comparing higher-order thinking skills in an observation analysis task. We used certain procedures from previous investigations (Sheldon & DeNardo, 2004; Standley & Madsen, 1991). Upperclassmen…
Descriptors: High School Students, Thinking Skills, Music, Music Teachers
Martin, Ingerith; McDonald, Skye – Journal of Autism and Developmental Disorders, 2004
Individuals with Asperger Syndrome (AS), a high functioning variant of Autism, are often noted to possess intact language ability, yet fail to use this language capacity to engage in interactive communication. This difficulty using language in a social context has been referred to as a deficit in pragmatic language. In particular, difficulty…
Descriptors: Social Environment, Pragmatics, Inferences, Figurative Language
Download full textKopriva, Rebecca J.; Wiley, David E.; Emick, Jessica – Online Submission, 2007
The goal of the current study was to examine the influence of providing more optimal testing conditions and evaluate the effect this has on the validity of the score inferences across ELL students with different needs, strengths, and levels of language proficiency. It was expected that the validity of the score inferences would be similar for 3rd…
Descriptors: Grade 5, Test Format, Inferences, Test Validity
Moss, Pamela A.; Piety, Philip J.; Gamson, David; Spillane, James P.; Miele, David B.; Knapp, Michael S.; Copland, Michael A.; Swinnerton, Juli A.; Ikemoto, Gina Schuyler; Marsh, Julie A.; Firestone, William A.; Gonzalez, Raymond A.; Resnick, Lauren; Besterfield-Sacre, Mary; Mehalik, Matthew; Sherer, Jennifer Zoltners; Halverson, Erica; Erickson, Frederick; Little, Judith Warren; Diamond, John B.; Cooper, Kristy; Hickey, Daniel T.; Anderson, Kate T.; Gitomer, Drew H.; Duschl, Richard A.; Carr, Peggy; Dogan, Enis; Tirre, William; Walton, Ebony; Thorn, Christopher; Meyer, Robert H.; Gamoran, Adam; Gee, James Paul; Phillips, Denis C. – Yearbook of the National Society for the Study of Education, 2007
Much of the methodological literature currently influential in the education policy community has focused on research studies and assessments intended to support generalizable conclusions about "what works" or what students "know and can do." Until recently, far less attention has been paid to how educators actually interpret and use this…
Descriptors: Educational Change, Accountability, Yearbooks, Decision Making
McCoy, Wendy K.; Edens, John F. – Journal of Consulting and Clinical Psychology, 2006
Putative ethnic group differences in various forms of psychopathology may have important theoretical, clinical, and policy implications. Recently, it has been argued that individuals of African descent are more likely to be psychopathic than those of European descent (R. Lynn, 2002). Preliminary evidence from the Psychopathy Checklist: Youth…
Descriptors: African American Children, Whites, Youth, Ethnic Groups
