Construction and Regeneration of Logical Sequences Using Causes or Consequences as die Point of Departure

Abstract

BROWN, ANN L., and FRENCH, LUCIA A. Construction and Regeneration of Logical Sequences Using Causes or Consequences as the Point of Departure. CHILD DEVELOPMENT, 1976, 47, 930-940. In the first of 2 studies concerned with the concept of temporal sequence, kindergarten, second-, and fourth-grade children were required to seriate sets of 4 temporal sequences presented simultaneously. On half the sets they were required to complete the outcome and on half the precipitating event in the sequence. Children above 7 years performed equally well when finding either causes or consequences, but below this age children performed reliably better when finding consequences. In the second study children were required to recall sequences when given either the initial, middle, or terminal item as a retrieval cue. Again, above 7 years children performed equally well regardless of the point in the sequence offered as a retrieval cue, while younger children recalled more events when offered the initial item. The data are discussed in relation to examples of semilogical thought which characterizes reasoning at the transitional stage between the preoperational and concrete operational periods.

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