Changing Quantitative Reasoning Across Development
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 发起方
- 入组人数
- 300
- 试验地点
- 1
- 主要终点
- Overall Performance
研究概览
简要总结
The goal of this study is to understand the cognitive processes underlying quantitative and relational reasoning, including the understanding of mathematical information (e.g., numbers, proportions, percentages, geometry) and related relational concepts (e.g., analogies, the concepts same/different), as well as how people's reasoning can be changed by external factors. The main question it aims to answer is:
How does the introduction of a secondary task affect the behavior of children and adults when reasoning about proportions in different formats? Participants will be asked to make judgements about images with and without the presence of a distractor task.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Basic Science
- 盲法
- None
入排标准
- 年龄范围
- 7 Years 至 64 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Typically developing people within the target age range (either 8-years-old OR 18- to 64-years-old) for the study version
排除标准
- •Individuals with known developmental or cognitive disorders
- •Participants or parents of participants must speak/read sufficient English to read and complete the informed consent document
研究组 & 干预措施
Proportion Judgements
This is the sole arm of the study. All participants will be observed under normal conditions and then those same participants will undergo a behavioral intervention.
干预措施: Verbal Interference Task (Behavioral)
结局指标
主要结局
Overall Performance
时间窗: After enrollment in a single study session
A proportion correct will be calculated, with a score closer to 1 indicating more questions answered correctly. Reaction time will also be tracked, with a faster reaction time indicating ease and/or efficiency with the task.
次要结局
未报告次要终点
研究者
Michelle Hurst, PhD
Assistant Professor
Rutgers, The State University of New Jersey