Assessing sequential reasoning skills in typically developing children

Laura Zampini, Paola Zanchi, Chiara Suttora, Maria Spinelli, Mirco Fasolo, Nicoletta Salerni

Accepted August 31, 2017

First published August 31, 2017

https://doi.org/10.26387/bpa.279.5

Abstract

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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Author Surname Author Initial. Title. Publication Title. Year Published;Volume number(Issue number):Pages Used. doi:DOI Number.


Zampini Laura. Zanchi Paola. Suttora Chiara. Spinelli Maria. Fasolo Mirco. Salerni Nicoletta. Assessing sequential reasoning skills in typically developing children. BPA Applied Psychology Bulletin. 2017;279(1):44-50. doi:10.26387/bpa.279.1.

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Author Surname Author Initial. Title. Publication Title. Year Published;Volume number(Issue number):Pages Used. doi:DOI Number.


Zampini Laura. Zanchi Paola. Suttora Chiara. Spinelli Maria. Fasolo Mirco. Salerni Nicoletta. Assessing sequential reasoning skills in typically developing children. BPA Applied Psychology Bulletin. 2017;279(1):44-50. doi:10.26387/bpa.279.1.