A Study of the Structure of Piagetian Logical and Infralogical Grouping Within the Concrete Operational Period.

Autor/in	Dettrick, Graham W.
Titel	A Study of the Structure of Piagetian Logical and Infralogical Grouping Within the Concrete Operational Period.
Quelle	(1975), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Development; Cognitive Processes; Concept Formation; Educational Research; Learning Processes; Learning Theories; Science Education; Scientific Concepts; Secondary Education; Secondary School Science + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Learning theory; Lerntheorie; Naturwissenschaftliche Bildung; Sekundarbereich
Abstract	This study investigated a problem within the theoretical structure of cognitive development proposed by Jean Piaget, and used the concepts of classification and projective spatial relationships to investigate the nature of attainment and sequencing of three corresponding logical and infralogical groupings according to the models proposed by Piaget. Three classification and three logico-mathematically corresponding projective geometry (perspective) tasks were administered in a randomized order through individual interviews to 108 children born during the years 1962, 1963 and 1964. Subjects were chosen randomly to provide six equal groups of 18 according to birth year and sex. The oral presentations and responses were tape-recorded and transcribed. Silent responses were verbalized by the interviewer to facilitate transcription. Data were analyzed by using a test for scalibility; a chi-square one-sample test was used to test for differences in performance (age level, sex, between each age level on the projective spatial relationship tasks). The results indicate that cognitive processes undergo continuous development with growing differentiation and coordination until the processes become completely functional when the concrete operational period merges with the beginnings of formal operational thought at possibly thirteen or fourteen years of age: two or three years later than the transitional period suggested by Piaget. The reason for the age difference in performance on the upper level of the concrete operational tasks is not clear. (Author/BR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC