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| Autor/in | Hooper, Frank H. |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | Life-Span Analyses of Piagetian Concept Tasks: The Search for Nontrivial Qualitative Change. |
| Quelle | (1973), (26 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Philosophy; Educational Research; Human Development; Individual Psychology; Individualism; Lifelong Learning; Maturation; Personality |
| Abstract | The implications of a life-span developmental prospective for Piagetian theory and research are discussed in this paper. Initially, certain recent criticisms of the Piagetian system are evaluated. These include the interpretations of Piaget's abstract model of logical reasoning; his views concerning the interrelationship of hereditary, maturational, and socioexperiential factors; the similarities and contrasts present in the Genevan viewpoint and neo-Hegelian dialectical approaches; and the possibility of continued developmental change following the adolescent years. A brief overview of the research on Piagetian concept development beyond the years of adolescence is presented. These cross-sectional assessment studies which have included samples of elderly subjects have generally found marked differences favoring the mature adult subsamples, similarities between the performances of the young children and aged subject subsamples, and/or apparent decrements in the performances of elderly persons on the Piagetian tasks. In a concluding section the philosophical, methodological, and practical implications of a straightforward acceptance of a life-span orientation are discussed. (TO) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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