...
IJ
'
CAI,IFORNIA STA'fE UNIVERSITY, NOR1'HRIDGE
INFORMATION SEEKING A}ID READING ABILITY
.
jl
AMONG SIXTH GRADE CHIIJ)REN
A graduate project submitted in partial satisfaction
of the requirements for the degree of Master of Arts in
Education
with specj.alization in
EducHtional Psychology
Department of Educational Psychology
hy
Vera Dean 1-iancH M0drano
June, 1973
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I
The graduate project of Vera Dean Medrano is approved:
California State University, Northridge
June, 1973
ii
'·
......
...
--
...
_
.....
TABLE OF CONTENTS
Page
LIST OF TABLES.
v
ACKNOWLEDGMENTS
vi
vii
:ABSTRACT.
'Chapter
I
II
III
IV
v
1
Introduction
Rationale .
1
Statement of the Problem.
2
Hypothesis .
3
Review of the Literature
4
Individual Differences in Decision Making
4
Information Seeking and Cognitive Style .
5
Information Stages and Pay-off.
6
Information Seeking and Personality Traits.
7
Summary .
8
Experimental Design Method
10
Hypothesis.
10
Subjects.
10
Materials
11
Procedures.
11
Results.
13
Discussion and Conclusion.
15
18
REFERENCES.
iii
Page
:APPENDIX A
21
Pilot Study
APPENDIX B
24
Decision Task
iv
LIST OF TABLES
Page
Table
1
Information Seeking for High
Reading Achievers . . . . • .
.....
14
2
Information Seeking for Low
Reading Achievers.
. ..
........
14
3
Reading Achievement Deviation
From Mean . • . . . . . . . • •
v
.......
16
ACKNOWLEDGMENTS
Many individuals have contributed to this
study.
A special indebtedness goes to Dr. Joanne
Morgan Cooper for her initial encouragement that
inspired the choice of this particular topic to
explore.
Her guidance and resourcefulness is most
deeply appreciated.
Gratitude is extended to Dr.
Augusto Britton for his encouragement and advice
regarding the statistical analysis.
The author is
especially grateful to the superintendent, principals,
sixth grade teachers and their pupils from the
Sulphur Springs Elementary School District of Los
Angeles County for their part in this study.
Finally, a special thanks is given to the
authorts colleague, Judith Falendysz, for her moral
support and many hours of typing the preliminary
draft.
vi
ABSTRACT
INFORMATION SEEKING AND READING ABILITY
AMONG SIXTH GRADE CHILDREN
by
Vera Dean Nance Medrano
Master of Arts in Education
June, 1973
Mean and correlation analyses were used to investigate the relationship between reading ability and information seeking among 76 sixth grade children.
The two vari-
ables studied were reading ability and information seeking.
The information seeking was determined by administering to
each subject individually a decision task consisting of
nine stages of information which ranged from complete
uncertainty at the beginning to complete certainty at the
end.
Substantial point pay-off for giving an answer dur-
ing the first stages of information was used to prevent
the subjects from waiting to receive all stages of infori
mat ion before giving an answer.
The reading ability of each subject was determined
by the Comprehensive Tests of Basic Skills in October,
vii
The information seeking was measured by the
decision task.
No significant relationship was found between
reading ability and information seeking in the high reading group.
A significant relationship between reading
ability and information seeking was obtained in the low
1
reading group.
The lack of significance in the high group
: can be explained by the fact that the group sampled
happened to contain subjects deviating less from the mean
than subjects in the low reading group.
Variables which
were not considered in this study but which no doubt play
a role in a relationship between reading ability and
information seeking consisted of the conceptual structure
of the subject, personality factors, decision consequences,
IQ, and problem solving strategies.
viii.
·-------~-----~-.------------------------
- - - - - - - - ·- ------------------- ------l
I
CHAPI'ER I
Introduction
How an individual perceives the information he
seeks and what he will do with it once he makes a decision
·is his cognitive style.
Rangel (1969) stated that one of
ithe functions of the ego is decision making.
The individ-
'"1 , through internal scanning, screens the present situai ua
>
! tion
through any past experiences that will signal either
.safety or anxiety.
If anxiety or uncertainty is signaled,
the individual has an internal intrasystematic decision
:dilemma to handle.
There are conflicts within the j_ndi-
: vidual as to what to do next; he has choices and must make
''
i a decision.
"Unconscious and genetic determinants
heavily decide what happens in these internal conflicts
[p. 600]."
The determinants in decision making may con-
sist of cognit j_ve and personality factors and related
variables.
Rationale
No investigation has been made that attempts to
: determine if a relationship exists between reading
achievement and information seeking among elementary
children,
1
2
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A pilot study was conducted by this author in
I
1972 which showed no significant relationship between
I
I! reading achievement and information seeking although these
findings were not conclusive.
I
There were two errors per-
taining to the technical details of the research.
1.
Two few subjects were used for the trial
samples.
2.
The random sampling technique was not accurately done because the total population was
not large enough.
For details of the pilot study see Appendix A.
The present in vest igat ion was conducted on a popu- ·
lation of 300 students enrolled in five schools in
Southern California.
s~lected
Seventy-six students were randomly
for this study.
The research errors of the pilot
study were corrected in the present study.
Statement of the Problem
The purpose of this study was to determine if
there is a relationship between information seeking and
reading achievement among sixth grade children.
Many
studies have been done using subjects at the secondary
and junior college levels, but few studies have been done
to determine elementary school children's conceptual
strategies and associated variables in relation to decision making.
3
r·------- ------- --- - - - ------------------------------------ ------------1
----·------------------------~
Hypothesis
I
I
J
The hypothesis was stated:
There is a positive
!
I
!
relationship between reading achievement and information
seeking.
a.
Students who are high information seekers
are also high reading achievers.
b.
Students who are low information seekers
are also low reading achievers.
I
;
I
I
·
CHAPTER II
Review of the Literature
Several studies helped to guide the author in the
manner in which the decision task was formulated and in
the choice of variables that were to be taken into consideration.
Individual Differences in Decision Making
Many studies have dealt with individual differences in decision making.
According to Bruner et al.
(1966), each person seeks and selects external information
to make a decision.
They further stated that information
selection involves being able to deal with the properties
or features of several images simultaneously.
Careful use
of information leads to more sophisticated strategies of
decision making.
One study (Bejat, 1970) emphasized the influence
of abstract and imaginal thinking on the problem solving
process.
Mosher and Hornsby (1966) found that either the
child sought information to solve a problem through constraint seeking or hypothesis scanning.
They stated that
in Western culture the mode of search changes in a rather
4
5
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way with growth.
Keislar and Stern (1970) found that children with
I
higher mental ages do relatively better using a more complex, but more efficient, scanning strategy.
However,
those with lower mental age profit relatively more with
the use of a simpler gambler's strategy.
Information Seeking and Cognitive Style
Studies of cognitive development have focused on
several aspects of children's thinking.
There is consider-
able individual difference in the amount of information a
person needs before making a decision.
The influence of
complexity of conceptual structure on information search
and information utilization was measured by Streufort,
Suedfeld, and Driver (1965).
They found that, generally,
information search decreases as information load increases.
Subjects with a more complex conceptual structure are less
affected by large amounts of information change than their.
lower scoring counterparts.
In a study by Driscoll, Tognali, and Lanzetta
(1966) on the effects of uncertainty in decision making,
the amount of information search and information processing were examined.
Results indicated that information
search tended to continue until one bit of stimulus and/or
response uncertainty remained and that the higher the
stimulus uncertainty of the decision task the faster the
6
r·-"··------- --- ..... ------ --------------------------- ---------- ------------------ ----- ------- ------------------------------------Tagatz, Laymen, and Needham (1966) studied posi-
!
1
itive versus negative information as it relates to the area
I
;of concept development and information processing among
third and fourth grade children.
They found that even at
this early age, pupils were processing both positive and
negative information.
1
Older pupils were accomplishing
this task significantly better than the younger ones.
'i
!Information Stages and Pay-off
Three studies in particular influenced the author
'
lin setting up the decision task that was to be presented.
IiBurke
(1969) attempted to determine whether the major
i
:value of a hint lies in providing elements of the correct
·solution or in eliminating incorrect solutions.
Results
showed that the value of providing an element of the cor:rect answer was small because it could either stimulate
ithe correct answer or encourage persistence in an incorrect activity.
It was also found that sharp differences
in the effectiveness of the two clues suggested the elimii
i
i
nation of constant incorrect answers.
The study on value, cost, and information as
determiners of decision, which was conducted by Irwin and
:Smith
(1957), concluded that the amount of information the
!
:subjects took prior to making a decision was directly
related to the value of a correct decision and inversely
related to the cost of each unit of information.
Units or stages of information and mention of
7
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~
..
----•·•-.--.w•--~·--~~----y•-·-•~•·-~~
pay-off was studied by Whitely and Watts (1969).
Their
;
decision task consisted of 13 units of circumstantial
evidence.
They suggested a substantial pay-off for making
a correct decision.
Information Seeking and Personality Traits
All of the following studies showed that many
, factors determine the manner in which an individual seeks
information and makes a decision.
Differences in personality traits also affect an
individual's manner of seeking information and making
:decisions.
'
Barber (1968) showed that among subjects most
; successful in decision skills, the following five personality traits were evident:
concentration, curiosity,
range of interest, purposiveness, and ability to solve
problems.
Self-control.
Whitely and Watts (1969) suggested
that most of the interpretable relationships that have to
do with personality variables exist in the anxiety-selfcontrol syndrome.
They found that the high consequence
condition produces greater stress than the low consequence.
They concluded that the relationship between self-control
and decision making is contingent upon the decision's consequences and the cost of information.
Reflective versus impulsive children.
Reflective
versus impulsive types of children differ in the manner in
which they make decisions.
Kagan et al.
(1964) stated
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if he were correct.
Other subjects reflected before
responding, mentally eliminating potentially incorrect
answers.
It was concluded in one particular area of
Kagan's study that the impulsive child usually acted upon
his first hunch with little reflection, and offered an
answer without critically examining his reply.
In another
study (Reali & Hall, 1970), it was found that despite the
condition imposed, reflective subjects took longer to make
decisions than did their impulsive counterparts.
Summary
Only one study has been conducted on the influence
·of reading ability on decision making.
Because of proce-
; dural problems, this past study was used as a pilot study
for the present experiment (see Appendix A).
Each individual's way of handling information is
determined by both his cognitive functioning and by stimulus factors.
These factors help him to deal with several
images simultaneously.
1
»••~·-·~··-~~---~--r~--··-~·•-·•·------·-~----~
that the tmpulsive child acted first and discovered later
The mental age and the chronologi-
cal age of the child are also determinants in the information seeking process because it has been found that children with a higher mental age use a more complex strategy
than the lower mental age children.
Differences in personality traits and amount of
pay-off play an important part in decision making.
'fhe
focus of this study was to investigate if a relationship
9
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.
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exists between one aspect of cognition as measured by
reading achievement and information seeking.
i
II
I
r·· -
-~
--- - --- - - ---- --- -- ----- --------------~--
~-------~-----~-----~
I
I
CHAPTER III
Experimental Design Method
The purpose of this study was to determine if
there is a relationship between high information seeking
:and high reading achievement among sixth grade children.
;The variables measured in this study were reading achieve:ment and information seeking.
; Hypothesis
The hypothesis of this study is to determine if a
i
; relationship exists between reading ability and information
; seeking.
a.
Students who are high information seekers
are also high reading achievers.
b.
Students who are low information seekers
are also low reading achievers.
Subjects
The subjects were 76 male and female students
enrolled in the sixth grade in a Southern California
. school district from a total sixth grade population of
300 students.
The reading scores were assessed by the
Compreb.ensi ve Tests of Basic Skills.
10
Thi.rty-eight of the
11
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subjects had low reading scores ranging from second grade
first month to fifth grade seventh month, and 38 had high
reading scores ranging from sixth grade to tenth grade
'seventh month.
'Materials
A decision task (see Appendix B) was designed and
set up by the experimenter which was composed of an introduction, statement of the problem, and nine stages of
!information.
There were four different sets of names
!
iused in the nine stages of information to prevent subjects
I
:from disclosing the answers to their peers.
The reading
·scores were from the California Tests of Basic Skills.
Procedures
The names of the subjects were written on a list
1
numbered from one to 300.
The numbers were written on
individual pieces of paper and placed in a box and were
• randomly selected without subject replacement from the
sixth grade classes.
The decision task was administered to each subject
individually in a conference room.
The introduction to
the decision task was read, including a pay-off in points.
Each subject was given the following instructions:
"You
will be given one hundred points if you make the correct
decision on the first level of information, ninety points
.1
!
12
r·. ·----------- - -
- - ............. ---- ..................... -------------------------------- ................................
-------------~------------------1
!if the correct decision is made at the second level-of
1
I
I
I
Iinformation, etc.
I
Do you understand?"
The subjects indi-
J
·cated to the experimenter that they understood the pay-off.
:Then the problem was read.
presented orally.
All stages of information were
The experimenter handed the subject a
'4x5 card with a list of all possible solutions.
The sub-
1ject could answer at this stage of information or state,
"I need more information," and continue to seek information
at the next stage.
The foregoing procedure was repeated
at each stage of information until the subject made a
:decision.
There were nine stages of information.
When the
subject made a decision, his failure or success was indi,cated to him, the task ended, and that stage of information
!
·was recorded as his information seeking score.
At the con-
elusion of each session, the subject was asked not to
discuss the problem with anyone.
1
I
CHAPTER IV
Results
The hypothesis stated that there is a relation; ship between reading ability and information seeking.
The
• reading ability score, as measured by the Comprehensive
Tests of Basic Skills, was correlated with the information
seeking score as measured by the decision task administered by the experimenter.
The information seeking scores of subjects having
high reading ability were computed and analyzed according
to the Spearman Rank Correlation Coefficient at -.198.
This was not significant at the .05 level of significance.
The T-value obtained was -1.213.
The information seeking
scores of subjects having low reading ability was computed .
and analyzed according to the Spearman Rank Correlation
Coefficient at .314.
This is significant at the .05 level.
The T-value obtained to test significance was 1.984.
The
variance was 9.8 percent as indicated in tables 1 and 2.
Analysis of the data confirmed that students who
are low information seekers are also low reading achievers.
There is a significant relationship at the .05 level
between the low reading achievers and the low information
seekers.
13
'l'ABLE 1
Information Seeking for High Reading Achievers
Variable
Mean
Reading
Achievement
7.603
Standard
Deviation
Standard
Error
1.213
.197
Rank
Correlation
-.198
Information
Seeking
5, 947
2.995
T-value
-1.213
.486
TABLE 2
Information Seeking for Low Reading Achievers
\
('
Variable
Mean
Standard
Deviation
Standard
Error
Rank
Correlation
l
I
T-value
\
!
I
Reading
Achievement
4.197
.947
.154
.314
Information
Seeking
3.211
2.801
.454
1,984
I
i
I
I
I
---·---·---·--····-·--··-··· ..... ···--·- ···-------------·- ·---··--···--··--J
1-'
If;.
CHAPTER V
Discussion and Conclusion
This study showed that a significant relationship
, exists between reading ability and information seeking for
low reading achievers.
Low reading achievers seek less
information than do high reading achievers.
No signifi-
cant relationship existed between reading ability and
information seeking for high reading achievers.
The data did not confirm that students who are
high in reading achievement are also high information
seekers.
Only 9.8 percent of variance in reading achieve-
ment is associated with variability in information seeking.
This is a low relationship.
The data in Table 3 indicates that in the particular group sampled the low readers deviated from the mean
more than did the high readers.
Because the deviation
from the mean in the high group was not great, there is
some question about how representative this sample is for
high reading achievers.
Higher reading achievers may
prove to differ significantly in their information seeking
ability.
There is a possibility that the conceptual
structure or the cognitive skill and IQ of the subject
15
--------------
16
Mean
Deviation from Mean
High Reading
Achievement
7.603
+.7
Low Reading
Achievement
4.197
-2.71
is an important variable and may be a better predictor of
information seeking than reading ability.
The effect of
the complexity of conceptual structure on information
seeking and information utilization is not easily assessed.
The anxiety or uncertainty that develops further acts upon
:the decision that is to be made.
Further research to
: determine if there is a correlation between IQ and in for: mation seeking might prove to be significant for both high
j
and low readers.
Personality traits and basic individual differences also play a great part in an individualts manner of
making decisions.
'I'he whole matter of pay-off and decision consequence may have been too great a threat in this study.
Perhaps sixth grade students are not mature enough to have
a pay-off included as part of their decision task.
Regardless of the reasons for the two different
outcomes of this particular study, it is a topic that
17
---·------·-·-·----~-------------·---·-··-·······-··------------------------···-·---------··---·····-··---------------l
r
!should
continue to be explored further.
A focus on the
1
'
!variables
mentioned could reveal other differences between,I
I
I,,_
;
high and low readers.
Implications of this study could lead to curriculum modification where students will have more experience
in information search in problem solving situations.
REFERENCES
18
r·--- -- ----- --·-· -- -- ~:~::ES
- - ·------------------l
I)
iI
,Barber, L. W.
Learning and application of decision-making
skills by youth congress delegates. Character
Potential: A Record of Research, 1968, 4, 24-29.
(Abstract)
, Bejat, M. Conceptual and imaginal thinking in problem
solving. Revue Roumaine des Sciences Sociales
Serie de Psychologie, 1970, 14, 65-7% (Abstract)
!
, Bruner, J. S. , Oliver, R. R. , and Greenfield, P. M.
Studies in cognitive growth. New York: John
Wiley & Sons, 1966.
·Burke, R. J. A comparison of two properties of hints in
individual problem-solving.
Journal of General
Psychology, 1969, 81, 3-21.
Driscoll, J. M., Tognali, J. J., and Lanzetta, J. T.
Choice, conflict and subjective uncertainty in
decision making. Psychological Reports, 1966, 18,
427-432.
Irwin, F. W., and Smith, W. A. S. Value, cost and information as determiners of decision.
Journal of
Experimental Psychologt, 1957, 54, 229-232-.--Kagan, J., Rosman, B., Day, D., Albert, J., and Phillips,
W.
Information processing the child: Significance
of analytic and reflective attitudes. Psychological Monographs, 1964, 78, 578.
Keislar, E. R., and Stern, C. Differential instruct:i.on in
problem solving for children on different mental
ability levels. Journal of ~ducational Psychology,
1970, 61, 445-450.
Lanzetta, J. T. , and Kanareff, V. T.
In format ion cost,
amount of pay-off, and level of aspiration as
determinants of information seeking in decisionmaking.
Behavioral Science, 1962-63, 7-8, 459473.
-----.
-Rangel, L. Choice-conflict and the decision-making functj.on of the ego: A psychoanalytic contribution
to decision theory.
International Journ::). of
Psychoanalysis, 1969, 50, 599-602-.----~·
19
20
. ·--- ··-····-··----··---· ----·--- ---·--·-----··-
------~--------~----1
Reali, N., and Hall, V. Effect of success and failure on
the reflective and impulsive child. Developmental
Psychology, 1970, 3, 392-402 .
. Streufort, S., Suedfeld, P., and Driver, M. J. Conceptual
structure, information search, and information
utilization.
Journal of Personality and Social
Psychology, 1965, ~' 736-740.
Tagatz, G. E., Layman, J., and Needham, J. R.
Information
processing of third and fourth grade children.
Contemporary Education, 1970, 42, 31-34.
, Tagatz, G. E., and Meinke, D. L.
Information processing
in concept attainment tasks. Teacherts College
Journal, 1966, 37, 182-186.
· Whitely, R. H., Jr., and Watts, W. A.
Information cost,
decision consequence, and selected personality
variables as factors in predecision information
seeking. Journal of Personality, 1969, 37, 325341.
--
I
,... ·-~~-.--~·- ·---· ~------- ····--·-· ---··------~-------~-----~.!
r-·-·-··-·- ...... -. ·----. -- ..... -...------·-----..·-·--· ------..... ·-···-········ ................-.......... --·--·-·--······---·----·---·-------·-···--..------------
l'
I
i
APPENDIX A
Pilot Study
21
-------------------·---------1
r·----------- ----------·--------·-------------·-·----------··-----·- ------·- ---- -----·--------..·---------..
I
Pilot Study
A simple correlation was used to investigate the
relationship between reading ability and information seeking among 36 sixth grade children.
The two variables were
reading ability and information seeking.
The information
seeking was determined by administering to each subject
individually a decision task consisting of nine stages of
information which ranged from complete uncertainty at the
beginning to complete certainty at the end.
A substantial
pay-off for giving an answer during the first stages of
information was used to attempt to prevent the subject
from waiting to receive all stages of information before
giving an answer.
The reading ability of each subject was determined
by the results of the Comprehensive Tests of Basic Skills
given in October, 1970.
Only those students with IQs
ranging from 90 to 110 were used.
The instrument to
measure the IQ was the Lorge-Thorndike Intelligence Test,
also administered in October, 1970.
The information seek-
ing was measured by the decision task.
No significant relationship was found between
reading ability and information seeking.
The lack of
relationship between the two variables was explained as
22
I
i
23
reflection of the complex nature of the act of reading
and not interpreted to mean that the two processes are
unrelated.
I
r·· - - ------ -- ·-------- - --- -------- ------ ---- - - ------------
-------------------~--·---~~·.
;
.\
APPENDIX B
Decision Task
24
Decision Task
Specific instructions in setting up apparatus:
Each complete stage of information was typed on
a 4x5 card and read to the subject.
As this was read,
the subject was handed a 4x5 card on which only the names
were typed.
The students read the names silently.
At
the conclusion of each stage of information, the question,
"Who was elected class president?" was asked.
The four different sets of cards were kept in
packets when not being used, and each set was used in
sequence as the subjects came in to be interviewed individually.
For example, set 1 was used by subject one,
set 2 was used by subject two, set 3 was used by subject
three, set 4 was used by subject four, set 5 was used by
subject five, etc.
The subjects were not informed that
there were different sets.
Introduction:
There is a problem that I would like you to
solve.
I am going to read information to you from these
cards and I want you to tell me the answer when you have
made a decision.
on these cards.
There will be nine stages of information
You may answer at any time, but once you
have given an answer the problem will be completed.
25
26
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--.. . . . . . ---·- . . . . . . --·-- . -· ·- - ----- -------
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-------~-----~--,.·-----
------· -.. . . . . . . .-.. . -·-·-----.. ------·--· ----------..--------·-1
If you give an answer after the first stage of
information, you will get 100 points.
If you give an
answer after the second stage of information, you will
get 90 points.
If you give an answer after the third
stage of information, you will get 80 points, etc.
If
you don't know the answer, just say, "I don't know."
Statement of problem:
Here is the problem:
A sixth grade class is
going to elect a president who will be in charge of the
class when the teacher must leave the room and will also
lead the flag salute each morning.
The nominations were held on Monday and the
election was held on Friday.
Nine children were nominated
for the office of class president.
The question that I
will ask you is, ''Who was elected class president?"
Here is the information.
Nine stages of information:
There were four different sets used in the stages
of information.
follows:
The names were rearranged in each set as
!
27
sNf ~form~t~:~
l . - -- -···-·-· ·-
Stage
--------------1
Here are the names of the children who were nominated
to be class president.
Sue
Elsie
Tom
Julie
Ruth
Janet
Patrick
Al
Dean
Who was elected class president?
Information Stage II
Elsie declined the nomination because she just didn't
want the job.
This left the following nominees:
Sue
Ruth
Janet
Julie
Al
Dean
Patrick
Tom
Who was elected class president?
Information Stage III
The noon duty aide reported to the teacher that Tom
was fighting on the playground.
The class decided that
Tom should not be elected as class president.
This left
the following nominees:
Sue
Ruth
Julie
Al
Patrick
Janet
Dean
Who was elected class president?
Information Stage IV
J·anet moved to Oregon with her family.
Sue
Patrick
Dean
Julie
Al
Ruth
Who was elected class president?
That left:
28
,~-------···
.. ... ... .
-- . ....
. ..............
-· ..................
....................... - ..
~--·~·--···-
·----------··"·-------·-------------~
I
Information Stage V
I
Sue got the measles and will be absent for three weeks_!
i
i
1! That left:
Julie
Al
Patrick
Dean
Ruth
Who was elected class president?
Information Stage VI
Al fell off his bike and broke his leg, and has to use
crutches so he cannot serve as class president.
Julie
Dean
Patrick
Ruth
That left:
Who was elected class president?
Information Stage VII
Julie was appointed student council representative so
she had a more important job.
Patrick
That left:
Ruth
Dean
Who was elected class president?
Information Stage VIII
A boy was elected class president.
One of the fol-
lowing was elected class president.
Patrick
Ruth
Dean
Who was elected class president?
Information Stage IX
Patrick was not elected class president.
following was elected class president.
Dean
Who was elected class president?
One of the
29
..... ··---·--'- ---· . ··--·--···-- --·--·----·--·-·------------·---··-----··-!
SET II ·
l
Infonnation Stage
Here are the names of the children who were nominated
to be class president.
Janet
Julie
Dean
Elsie
Ruth
Sue
Al
Patrick
Who was elected class president?
Information Stage II
Julie declined the nomination because she just didn't
want the job.
This left the following nominees:
Janet
Ruth
Sue
Elsie
Patrick
Tom
Al
Dean
Who was elected class president?
Information Stage III
The noon duty aide reported to the teacher that Dean
was fighting on the playground.
The class decided that
Dean should not be elected as class president.
This left
the following nominees:
Janet
Ruth
Elsie
Patrick
Al
Sue
Tom
Who was elected class president?
Information Stage IV
Sue moved to Oregon with her fmily.
Janet
Al
Tom
Elsie
Patrick
Ruth
That left:
Who was elected class president?
'""
.. ~ .,.... ~
II
1
30
;weeks.
That left:
''
Elsie
I
Patrick
Ruth
Al
Who was elected class president?
Information Stage VI
Patrick fell off his bike and broke his leg, and has to
;use crutches so he cannot serve as class president.
That
!
:left:
Elsie
Tom
Al
Ruth
Who was elected class president?
Information Stage VII
Elsie was appointed student council representative so
:she had a more important job.
Al
That left:
Ruth
Tom
Who was elected class president?
Information Stage VIII
A boy was elected class president.
One of the fol-
lowing was elected class president.
Al
Ruth
Tom
Who was elected class president?
Information Stage IX
Al was not elected class president.
. lowing was elected class president.
Tom
Who was elected class president?
One of the fol-
31
------ ---- --- ------------- _________ ,__ ------ -----------"---- -------- ---- -----------------------------------------1
r-·--------~"-----
iSET III
I
!
Information Stage
Here are the names of the children who were nominated
;to be class president.
Elsie
Sue
Patrick
Julie
Janet
Ruth
Tom
Dean
Al
Who was elected class president?
Information Stage II
Sue declined the nomination because she just didn't
'want the job.
This left the following nominees:
Elsie
Janet
Patrick
Julie
Dean
Ruth
Tom
Al
Who was elected class president?
Information Stage III
The noon duty aide reported to the teacher that
'Patrick was fighting on the playground.
that
Pat~ick
The class decided
should not be elected as class president.
This left the following:
Elsie
Janet
Julie
Dean
Tom
Ruth
Al
Who was elected class president?
Information Stage IV
Ruth moved to Oregon with her family.
Elsie
Tom
Janet
Julie
Dean
Al
Who was elected class president?
That left:
I
32
----.e.----------
. -- -· ----------·-- --------
Information Stage V
------------------------------------------------------------1
Elsie got the measles and will be absent for three
weeks.
That left:
Julie
Al
Tom
Dean
I
Information Stage VI
Dean fell off his bike and broke his leg, and has to
use crutches so he cannot serve as class president.
That
left:
Janet
Tom
Al
Who was elected class president?
Information Stage VII
Julie was appointed student council representative so
she had a more important job.
Tom
That left:
Al
Janet
Who was elected class president?
Information Stage VIII
A boy was elected class president.
One of the follow-
! ing was elected class president.
Tom
I
!
Janet
Who was elected class president?
Julie
I
Al
Janet
Who was elected class president?
Information Stage IX
Tom was not elected class president.
lowing was elected class president.
Al
Who was elected class president?
One of the fol-
33
SET IV
l
Information Stage
Here are the names of the children who were nominated
to be class president.
Ruth
Elsie
Al
Janet
Sue
Julie
Dean
Tom
Patrick
Who was elected class president?
Information Stage II
Elsie declined the nomination because she just didn't
want the job.
This left the following nominees:
Ruth
Sue
Julie
Janet
Tom
Patrick
Dean
Al
Who was elected class president?
Information Stage III
The noon duty aide reported to the teacher that Al was
r fighting on the playground.
The class decided that Al
should not be elected class president.
This left the
following nominees:
Ruth
Sue
Janet
Tom
Dean
Julie
Patrick
Who was elected class president?
Information Stage IV
Julie moved to Oregon with her family.
Ruth
Dean
Patrick
Janet
Tom
Sue
Who was elected class president?
That left:
34
Ruth got the measles and will be absent for three
weeks.
That left:
Janet
Tom
Dean
Sue
Patrick
Who was elected class president?
Information Stage VI
Tom fell off his bike and broke his leg, and has to use
crutches so he cannot serve as class president.
Janet
Sue
Dean
Patrick
That left:
Who was elected class president?
Information Stage VII
Janet was appointed student council representative so
she had a more important job.
Dean
That left:
Patrick
Sue
Who was elected class president?
Information Stage VIII
A boy was elected class president.
One of the follow-
ing was elected class president.
Dean
Patrick
Sue
Who was elected class president?
_!nformation Stage IX
Dean was not elected class president.
lowing was elected class president.
Patrick
Who was elected class president?
One of the fol-