TY - JOUR
T1 - Schooling and the Development of Transitive Inference
AU - Artman, Lavee
AU - Cahan, Sorel
PY - 1993/7
Y1 - 1993/7
N2 - Because it is impossible to experiment with school attendance, the effect of formal education as opposed to chronological age on the development of transitive inference has never been investigated empirically. A recent quasi-experimental paradigm, which allows for disentangling the net effects of age and schooling, can help overcome this difficulty. The paradigm is applied to the estimation of the independent effects of age and schooling in Grades 5 and 6 on raw scores obtained in a 3-term series test. Results point to schooling as a major factor underlying the increase of scores as a function of age.
AB - Because it is impossible to experiment with school attendance, the effect of formal education as opposed to chronological age on the development of transitive inference has never been investigated empirically. A recent quasi-experimental paradigm, which allows for disentangling the net effects of age and schooling, can help overcome this difficulty. The paradigm is applied to the estimation of the independent effects of age and schooling in Grades 5 and 6 on raw scores obtained in a 3-term series test. Results point to schooling as a major factor underlying the increase of scores as a function of age.
UR - http://www.scopus.com/inward/record.url?scp=21144460442&partnerID=8YFLogxK
U2 - 10.1037/0012-1649.29.4.753
DO - 10.1037/0012-1649.29.4.753
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AN - SCOPUS:21144460442
SN - 0012-1649
VL - 29
SP - 753
EP - 759
JO - Developmental Psychology
JF - Developmental Psychology
IS - 4
ER -
