The Role of Regulation in Reasoning: Why Cognitive Regulation/ Executive Functioning Predicts Inductive Reasoning
Dr. William A. Sandoval
Graduate School of Education & Information Studies
Dr. Anahid Modrek
Moore Hall, 3135
Description of Research Project:
Why are some individuals more effective in reasoning than others? Is self-regulation the answer, or are there distinct facets of self-regulation that might contribute differently? There are three kinds of self-regulation – cognitive, emotional, and behavioral. Preliminary results have suggested that (a) cognitive regulation is the more consequential predictor of both inquiry learning and inductive reasoning, and (b) cognitive regulation and behavior regulation, while related, are distinguishable facets of self-regulation. But do these relationships persist across adolescent development? We move forward with a current study on larger sample (n=696) of young adolescents (ages 11-19), looking closely at how and why inhibitory control, and other cognitive regulatory processes, might explain learning and reasoning effectiveness, and why such processes explain imperative metacognitive strategies.
Description of Student Responsibilities:
Research assistants will be expected to help with data entry/coding, read background articles, as well as attend lab meetings. Primary focus will be on coding cognitive regulation/executive functioning scores, and evidence-based reasoning tasks collected from a large sample of adolescents. If desired, research assistants may get involved in their own unique research project, which is a great experience for those potentially interested in graduate school. This position is highly desirable for those looking to go onto research careers or applying for a PhD.