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Componential analysis of analogical‐reasoning performance of high and low achievers
Author(s) -
ArmourThomas Eleanor,
Allen Brenda A.
Publication year - 1990
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199007)27:3<269::aid-pits2310270315>3.0.co;2-z
Subject(s) - analogical reasoning , psychology , academic achievement , verbal reasoning , logical reasoning , set (abstract data type) , scientific reasoning , task (project management) , mathematics education , developmental psychology , cognition , analogy , computer science , linguistics , philosophy , management , neuroscience , economics , programming language
The present study sought to assess analogical reasoning in high‐and low‐achieving students at the high school level and to determine whether analogical reasoning was related to academic achievement. An instrument designed to assess the processes underlying analogical reasoning was administered to 54 students in the ninth grade. Subtests of the Metropolitan Achievement Test and a Quality Point Average were used to record student academic achievement. The results revealed that high achievers performed better than low achievers on all types of analogical‐reasoning processes. In addition, performance was better when the task required two rather than three or five analogical‐reasoning processes. Moreover, performance on each set of analogical‐reasoning processes was related to both students past and current academic performance. The results are discussed in terms of the diagnostic and prescriptive potential of tests using a componential approach.