Cognitive dimensions of numerical rule induction

Studied the cognitive determinants of number analogy performance by systematically manipulating the processing demands imposed by the items. To explore sources of developmental differences in analogical reasoning, Ss were included from 2 age levels--36 4th and 5th graders, and 18 undergraduates. To allow the investigation of individual differences in reasoning ability, the 4th and 5th graders were selected to represent 2 general aptitude levels, average and high IQs (as measured by the Stanford-Binet Intelligence Scale and the Otis-Lennon Mental Ability Test). All Ss were administered the Number Relations subtest of the Analysis of Learning Potential and the WAIS. In each group, a combination of process and content knowledge factors accounted for more than 70% of the variance in item solution difficulty. The most critical processing demand affecting successful performance was the amount of solution-related information to be assembled and managed in working memory. Process and content-knowledge factors differentiated adults from children, whereas only specific, factual knowledge competencies seemed to differentiate between IQ levels in children. (28 ref)