Graeme S Halford
Biographic Data
| ID | 222469 |
|---|---|
| NAME | Graeme S Halford |
| GIVEN NAMES | Graeme S |
| FAMILY NAME | Halford |
| SIGNATURE | HALFORD G S |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0003-0711-0061 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 1 |
Contents, Vol. 38, 1995
Contents, Vol. 33, 1990
Analogical Reasoning and Conceptual Complexity in Cognitive Development
It is proposed that much human inference is basically analogical, and the implications of this theory for cognitive development are examined. Analogy entails mapping the problem representation (target) into a structurally similar schema (base), which has been learned through experience. It can help explain some significant reasoning phenomena, such as errors in the four-card problem. The theory is explicated by analysing the processes entailed in…
Commentary
Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988
In this article some of the issues are examined that have arisen in one quarter of a century of intensive research on cognitive development from a Piagetian perspective. It is suggested that there is no evidence clearly confirming the existence of Piaget’s cognitive structures in explicit form. Consequently, neo-Piagetian theories have proliferated, in an attempt to conceptualize the increasingly powerful cognitive systems that have been observed…
Learning Processes in Cognitive Development
The relation between learning and development has been changed fundamentally by the advent of new conceptions of learning, induction, transfer, and strategy acquisition. Learning is no longer seen as simply the acquisition of behaviors. It also includes storing knowledge about relations in the world, as well as acquiring structural representations and mental models. These models can mediate transfer within and between domains providing a basis fo…
Central Conceptual Structures
Research Articles| January 20 2010 Central Conceptual Structures: Achievements and Challenges: Essay Review of The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge by Robbie Case (Ed.) Subject Area: Psychiatry and Psychology , Women's and Children's Health Graeme S. Halford Graeme S. Halford University of Queensland, Brisbane, Australia Search for other works by this author on: This Site PubMed Google S…
Is Children’s Reasoning Logical or Analogical? Further Comments on Piagetian Cognitive Developmental Psychology
Measuring the Influence of Complexity on Relational Reasoning
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…
Children's concepts of volume and flotation
In a pilot study children aged 7 to 9 years and 11 to 13 years were asked to judge which one out of three wooden blocks would float (or sink), given weight and volume information for each block relative to a block that was known to float (or sink). Analysis of explanations indicated that judgments may have been based on the size-weight illusion. The basis of flotation judgments was explored more extensively in Experiment 1. A test for judgment of…
Information Processing and Scholastic Achievement in Aboriginal Australian Children in South-East Queensland
Twenty high contact Queensland Aboriginal children of mean age six years were tested on two measures of capaciy to process information (cf. Case, et al., 1982 and Halford, 1984) and on two newly devised tasks to measure levels of thinking based on cultural knowledge. The results indicated that these children possess capacity to process information that is the same as Caucasian children of the same age. Because these children have underlying capac…
Does Cognitive Style Account for Cultural Differences in Scholastic Achievement
Urban and rural Aboriginal- and Anglo-Australian children were tested for reading and mathematics achievement, for nonverbal psychometric test intelligence, and for three cognitive styles: reflection-impulsivity, field dependence-independence, and style of conceptualization. Previously observed cultural and location differences in school achievement were replicated. It was found that both psychometric test intelligence and cognitive style account…
An Approach to the Definition of Cognitive Developmental Stages in School Mathematics
S ummary . Three levels of mathematical concepts are outlined. Level 1 consists of concepts which depend on binary relations and unary operations. Level 2 consists of concepts which can be encoded as binary operations, and Level 3 consists of concepts which can be expressed as compositions of binary operations. Three levels of cognitive development which correspond in theory to the levels of mathematical concept understanding are outlined, and ap…
Children's concepts of volume and flotation
In a pilot study children aged 7 to 9 years and 11 to 13 years were asked to judge which one out of three wooden blocks would float (or sink), given weight and volume information for each block relative to a block that was known to float (or sink). Analysis of explanations indicated that judgments may have been based on the size-weight illusion. The basis of flotation judgments was explored more extensively in Experiment 1. A test for judgment of…
Does Cognitive Style Account for Cultural Differences in Scholastic Achievement
Urban and rural Aboriginal- and Anglo-Australian children were tested for reading and mathematics achievement, for nonverbal psychometric test intelligence, and for three cognitive styles: reflection-impulsivity, field dependence-independence, and style of conceptualization. Previously observed cultural and location differences in school achievement were replicated. It was found that both psychometric test intelligence and cognitive style account…
An Approach to the Definition of Cognitive Developmental Stages in School Mathematics
S ummary . Three levels of mathematical concepts are outlined. Level 1 consists of concepts which depend on binary relations and unary operations. Level 2 consists of concepts which can be encoded as binary operations, and Level 3 consists of concepts which can be expressed as compositions of binary operations. Three levels of cognitive development which correspond in theory to the levels of mathematical concept understanding are outlined, and ap…
Does Cognitive Style Account for Cultural Differences in Scholastic Achievement
Urban and rural Aboriginal- and Anglo-Australian children were tested for reading and mathematics achievement, for nonverbal psychometric test intelligence, and for three cognitive styles: reflection-impulsivity, field dependence-independence, and style of conceptualization. Previously observed cultural and location differences in school achievement were replicated. It was found that both psychometric test intelligence and cognitive style account…
Children's concepts of volume and flotation
In a pilot study children aged 7 to 9 years and 11 to 13 years were asked to judge which one out of three wooden blocks would float (or sink), given weight and volume information for each block relative to a block that was known to float (or sink). Analysis of explanations indicated that judgments may have been based on the size-weight illusion. The basis of flotation judgments was explored more extensively in Experiment 1. A test for judgment of…
Information Processing and Scholastic Achievement in Aboriginal Australian Children in South-East Queensland
Twenty high contact Queensland Aboriginal children of mean age six years were tested on two measures of capaciy to process information (cf. Case, et al., 1982 and Halford, 1984) and on two newly devised tasks to measure levels of thinking based on cultural knowledge. The results indicated that these children possess capacity to process information that is the same as Caucasian children of the same age. Because these children have underlying capac…
Measuring the Influence of Complexity on Relational Reasoning
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…
Contents, Vol. 38, 1995
Contents, Vol. 33, 1990
Analogical Reasoning and Conceptual Complexity in Cognitive Development
It is proposed that much human inference is basically analogical, and the implications of this theory for cognitive development are examined. Analogy entails mapping the problem representation (target) into a structurally similar schema (base), which has been learned through experience. It can help explain some significant reasoning phenomena, such as errors in the four-card problem. The theory is explicated by analysing the processes entailed in…
Commentary
Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988
In this article some of the issues are examined that have arisen in one quarter of a century of intensive research on cognitive development from a Piagetian perspective. It is suggested that there is no evidence clearly confirming the existence of Piaget’s cognitive structures in explicit form. Consequently, neo-Piagetian theories have proliferated, in an attempt to conceptualize the increasingly powerful cognitive systems that have been observed…
Learning Processes in Cognitive Development
The relation between learning and development has been changed fundamentally by the advent of new conceptions of learning, induction, transfer, and strategy acquisition. Learning is no longer seen as simply the acquisition of behaviors. It also includes storing knowledge about relations in the world, as well as acquiring structural representations and mental models. These models can mediate transfer within and between domains providing a basis fo…
Central Conceptual Structures
Research Articles| January 20 2010 Central Conceptual Structures: Achievements and Challenges: Essay Review of The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge by Robbie Case (Ed.) Subject Area: Psychiatry and Psychology , Women's and Children's Health Graeme S. Halford Graeme S. Halford University of Queensland, Brisbane, Australia Search for other works by this author on: This Site PubMed Google S…
Is Children’s Reasoning Logical or Analogical? Further Comments on Piagetian Cognitive Developmental Psychology
Psychology (13 works) · Cognition (7 works) · Developmental psychology (7 works) · Child and Animal Learning Development (6 works) · Cognitive psychology (6 works) · Computer Science (5 works) · Cognitive science (4 works) · Analogy (3 works) · Artificial Intelligence (3 works) · Artificial Intelligence (3 works)