Introduction. Since serial ordering has an important role in both language development and learning abilities, the present study aims to describe a new instrument, the Sequential Reasoning Task [SRT], specifically designed to assess children’s ability to place events in temporal order. Methods. Participants were 200 typically developing children, ranging from 3 to 8 years of age. Each child was individually administered a battery of cognitive and linguistic tasks. Results. The scores obtained in the SRT by children at different age levels appeared to be significantly different (except for 6- and 7-year-old children). Moreover, the scores obtained in the task were significantly related to the children’s non-verbal and linguistic competence. Conclusions. The SRT appeared to be a valid instrument to assess children’s sequential reasoning skills. It is engaging for children and easy to be administered also by teachers and therapists

Introduction. Since serial ordering has an important role in both language development and learning abilities, the present study aims to describe a new instrument, the Sequential Reasoning Task [SRT], specifically designed to assess children’s ability to place events in temporal order. Methods. Participants were 200 typically developing children, ranging from 3 to 8 years of age. Each child was individually administered a battery of cognitive and linguistic tasks. Results. The scores obtained in the SRT by children at different age levels appeared to be significantly different (except for 6- and 7-year-old children). Moreover, the scores obtained in the task were significantly related to the children’s non-verbal and linguistic competence. Conclusions. The SRT appeared to be a valid instrument to assess children’s sequential reasoning skills. It is engaging for children and easy to be administered also by teachers and therapists

Assessing sequential reasoning skills in typically developing children

SPINELLI, MARIA;FASOLO, MIRCO;
2017

Abstract

Introduction. Since serial ordering has an important role in both language development and learning abilities, the present study aims to describe a new instrument, the Sequential Reasoning Task [SRT], specifically designed to assess children’s ability to place events in temporal order. Methods. Participants were 200 typically developing children, ranging from 3 to 8 years of age. Each child was individually administered a battery of cognitive and linguistic tasks. Results. The scores obtained in the SRT by children at different age levels appeared to be significantly different (except for 6- and 7-year-old children). Moreover, the scores obtained in the task were significantly related to the children’s non-verbal and linguistic competence. Conclusions. The SRT appeared to be a valid instrument to assess children’s sequential reasoning skills. It is engaging for children and easy to be administered also by teachers and therapists
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11564/676738
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