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Peer reviewedRozier, S.; Viennot, L. – International Journal of Science Education, 1991
Described are how students (n=2,000) reduce the complexity of multivariable problems. Tendencies toward "functional reduction" in common reasoning are shown to range from a simple reduction in the number of variables considered, to a more elaborate procedure where all variables are taken into account, but in a simplified way involving…
Descriptors: Abstract Reasoning, Cognitive Development, Foreign Countries, Higher Education
