title: Competency criteria and the class inclusion task: modeling judgments and justifications.
abstract: Preschool age children's class inclusion task responses were modeled as mixtures of different probability distributions. The main idea: Different response strategies are equivalent to different probability distributions. A child displays cognitive strategy s if P (child uses strategy s, given the child's observed score X = x) = p(s) is the most probable strategy. The general approach is widely applicable to many settings. Both judgment and justification questions were asked. Judgment response strategies identified were subclass comparison, guessing, and inclusion logic. Children's justifications lagged their judgments in development. Although justification responses may be useful, C. J. Brainerd was largely correct: If a single response variable is to be selected, a judgments variable is likely the preferable one. But the process must be modeled to identify cognitive strategies, as B. Hodkin has demonstrated.
authors.affiliation: Department of Psychology, Pennsylvania State University, University Park 16802-3105, USA. hxt@psu.edu
authors.forename: H
authors.initials: H
authors.lastname: Thomas
authors.forename: J J
authors.initials: JJ
authors.lastname: Horton
mesh_terms: D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D007600:Judgment; D008297:Male; D015233:Models, Statistical