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| Autor/inn/en | Stewin, L. L.; Martin, Jan |
|---|---|
| Titel | A Comparison of the Developmental Stages Proposed by L. S. Vygotsky and J. Piaget. |
| Quelle | (1973), (30 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Children; Cognitive Development; Cognitive Processes; Comparative Analysis; Concept Formation; Conservation (Concept); Developmental Psychology; Learning Theories; Models |
| Abstract | The present study was designed to explore the relationship between the theoretical models of cognitive development proposed by L. S. Vygotsky and J. Piaget. One hundred and four subjects aged four to sixteen years were selected. All subjects were in the average range of intelligence, were in the usual school grade for their age, and had no history of neurological or emotional problems. The subjects were administered the Vygotsky Test of Concept Formation as well as the Piagetian tasks related to the conservation of continuous and discontinuous quantity, weight, area, volume, and density. Subjects responses were scored qualitatively in terms of the described developmental model of each theorist. Developmental levels were converted to a numerical scale within each system and were compared through correlational analysis. The obtained results led to the conclusion that the two theoretical models are closely related in that both Piaget's and Vygotsky's models of cognitive development appeared representative of children's thought processes at all levels of sophistication. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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