In an effort to reduce goose depredation at a traditional spring migratory stopover site, private... more In an effort to reduce goose depredation at a traditional spring migratory stopover site, private landowners implemented a coordinated hazing plan to scare Aleutian cackling geese (Branta hutchinsii leucopareia) from private lands to adjacent public pastures that were cultivated and set aside specifically for geese. Coincidentally, some Aleutian geese began using a new stopover site 150 km farther south in their spring migratory range; numbers at the new site continue to increase. We tested the idea that when their ability to acquire resources deteriorates geese are likely to seek improved foraging conditions, especially during spring migration when individuals strive to maximize nutrient stores and minimize energy expenditure. We quantified measures of goose foraging performance in traditional and new spring staging sites by calculating foraging opportunity, foraging effort, body condition, and daily energy expenditure. Geese staging at the site with higher levels of human disturba...
Three experiments explored the development of formal logical reasoning between Grades 4 and 12 an... more Three experiments explored the development of formal logical reasoning between Grades 4 and 12 and the role of semantic content in the solution of Wason's (1966) selection task problems. In Experiment 1, subjects in the 8th, 10th, and 12th grades were tested on several familiar-content and several abstract-content selection problems. In Experiment 2, subjects in Grades 4, 8, and 12 were assessed on the familiar problems used in Experiment 1. In Experiment 3, subjects in Grades 4,6, and 8 were tested on novel familiar-content problems, familiar-content problems with conditional clauses reversed, a meaningful but unfamiliar problem, and an abstract problem. The results suggested that formal logical reasoning is not generally present during the 4th or 6th grades and that formal logical competence becomes available in adolescence. A general facilitation effect was found for familiar semantic content, but this was qualified by one anomalous familiar-content problem in each experiment. The results are discussed in the context of the competence-moderator-performance model, which maintains that both logical knowledge and world knowledge are necessary but distinct features of adequate reasoning performance.
Three experiments explored the development of formal logical reasoning between Grades 4 and 12 an... more Three experiments explored the development of formal logical reasoning between Grades 4 and 12 and the role of semantic content in the solution of Wason's (1966) selection task problems. In Experiment 1, subjects in the 8th, 10th, and 12th grades were tested on several familiar-content and several abstract-content selection problems. In Experiment 2, subjects in Grades 4, 8, and 12 were assessed on the familiar problems used in Experiment 1. In Experiment 3, subjects in Grades 4,6, and 8 were tested on novel familiar-content problems, familiar-content problems with conditional clauses reversed, a meaningful but unfamiliar problem, and an abstract problem. The results suggested that formal logical reasoning is not generally present during the 4th or 6th grades and that formal logical competence becomes available in adolescence. A general facilitation effect was found for familiar semantic content, but this was qualified by one anomalous familiar-content problem in each experiment. The results are discussed in the context of the competence-moderator-performance model, which maintains that both logical knowledge and world knowledge are necessary but distinct features of adequate reasoning performance.
In an effort to reduce goose depredation at a traditional spring migratory stopover site, private... more In an effort to reduce goose depredation at a traditional spring migratory stopover site, private landowners implemented a coordinated hazing plan to scare Aleutian cackling geese (Branta hutchinsii leucopareia) from private lands to adjacent public pastures that were cultivated and set aside specifically for geese. Coincidentally, some Aleutian geese began using a new stopover site 150 km farther south in their spring migratory range; numbers at the new site continue to increase. We tested the idea that when their ability to acquire resources deteriorates geese are likely to seek improved foraging conditions, especially during spring migration when individuals strive to maximize nutrient stores and minimize energy expenditure. We quantified measures of goose foraging performance in traditional and new spring staging sites by calculating foraging opportunity, foraging effort, body condition, and daily energy expenditure. Geese staging at the site with higher levels of human disturba...
Three experiments explored the development of formal logical reasoning between Grades 4 and 12 an... more Three experiments explored the development of formal logical reasoning between Grades 4 and 12 and the role of semantic content in the solution of Wason's (1966) selection task problems. In Experiment 1, subjects in the 8th, 10th, and 12th grades were tested on several familiar-content and several abstract-content selection problems. In Experiment 2, subjects in Grades 4, 8, and 12 were assessed on the familiar problems used in Experiment 1. In Experiment 3, subjects in Grades 4,6, and 8 were tested on novel familiar-content problems, familiar-content problems with conditional clauses reversed, a meaningful but unfamiliar problem, and an abstract problem. The results suggested that formal logical reasoning is not generally present during the 4th or 6th grades and that formal logical competence becomes available in adolescence. A general facilitation effect was found for familiar semantic content, but this was qualified by one anomalous familiar-content problem in each experiment. The results are discussed in the context of the competence-moderator-performance model, which maintains that both logical knowledge and world knowledge are necessary but distinct features of adequate reasoning performance.
Three experiments explored the development of formal logical reasoning between Grades 4 and 12 an... more Three experiments explored the development of formal logical reasoning between Grades 4 and 12 and the role of semantic content in the solution of Wason's (1966) selection task problems. In Experiment 1, subjects in the 8th, 10th, and 12th grades were tested on several familiar-content and several abstract-content selection problems. In Experiment 2, subjects in Grades 4, 8, and 12 were assessed on the familiar problems used in Experiment 1. In Experiment 3, subjects in Grades 4,6, and 8 were tested on novel familiar-content problems, familiar-content problems with conditional clauses reversed, a meaningful but unfamiliar problem, and an abstract problem. The results suggested that formal logical reasoning is not generally present during the 4th or 6th grades and that formal logical competence becomes available in adolescence. A general facilitation effect was found for familiar semantic content, but this was qualified by one anomalous familiar-content problem in each experiment. The results are discussed in the context of the competence-moderator-performance model, which maintains that both logical knowledge and world knowledge are necessary but distinct features of adequate reasoning performance.
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