摘要:

Summary.AS a result of eight years' experience of Piagetian research and subsequent work as a practising psychologist, certain aspects of Piaget's theories are criticised. In particular the existential status of operatory structures, the relation between logicality and understanding, and the representativeness of the tasks are questioned. Piagetian theory is seen as forcing the psychologist to adopt an artificially detached and one‐sidedly cognitive attitude towards children, and to focus interest entirely on very abstract aspects of performance. While accepting the historical importance of Piaget's contributions, it is argued that the limitations and constraints implicit in the theory seriously threaten its usefulness in practical situation

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02994.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.The relationships between Piaget's theory and education are discussed. The accumulated data from studies based upon the theory are examined in terms of (i) shared assumptions which govern the interpretation of replication studies, (ii) the extent to which a stage can be meaningfully defined, and (iii) the nature of the developmental process proposed by the theory.It is concluded that Piaget's search for generalities in cognitive development has been unsuccessful, and that an approach based upon a skill‐integration model might be more profitabl

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02995.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.Piaget has stated that the child's active manipulation of objects is a necessary part of teaching for intellectual development. But this appears to be contrary to empirical evidence. From a review of literature, it is concluded that Piaget's insistence on physical activity, and his dismissal of observation, are excessive.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02996.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.A content analysis of responses to the ’Circles’; test, designed to elicit information about sex‐typing, was developed on a pilot sample of 10‐ to 11‐year‐old school children. When this analysis was applied to the main sample, characteristic sex‐typed response patterns were broadly replicated, as was the finding that there was no sex difference in total Fluency scores. When instructed to adopt opposite‐sex response styles on a parallel form of the same test, boys and girls in the main study showed a remarkable ability to reverse their normal patterns of response. The hypothesis that children with high Fluency scores under normal conditions would be more capable of carrying out this reversal than those with low Fluency scores was not supported. It is argued that sex‐typed response styles are by no means unmodifiable psychological characteristics, and that investigations of individual differences in cognition need to emphasise styles, as well as levels, of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02997.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.Two experiments are described which are concerned with the development of referential ability in children. In the first, children of normal and of subnormal educational attainment, aged between 4 and 12 years, were asked to describe simple actions. Referential adequacy increased markedly with mental age. The inadequacy of descriptions given by the less mature subjects was largely due to their neglect of the immediate perceived context of the referent.The second experiment, using children in the mental age range of 5 to 7 years, provided evidence that the less mature children's descriptions were significantly less affected by the context than were those of the 7‐year‐olds of normal intelligence. It is suggested that this aspect of referential ability results from general cognitive decentrat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02998.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.The production of informationally redundant choices in a selection concept attainment task was investigated in relation to age and intelligence, using 62 adolescents aged 12:7—15:6 drawn from the lower middle ability range of a comprehensive school. Subjects scoring below the 20th percentile on intelligence were found to make a significantly greater proportion of such choices when compared with subjects scoring above the 80th percentile, and the prediction of a discontinuity in the decrease in redundancy with increasing age was confirmed. Differences in redundancy due to age and intelligence were found to be of a type which is largely attributable to lack of confidence in reasoning ability, desire for verification of hypotheses, and preference for testing hypotheses directly rather than drawing inferences from information already availabl

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb02999.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.The times children take to reach correct solutions to seven easy Block Design items from the try‐out version of the British Intelligence Scale were analysed in terms of two regression models. The times were obtained from 395 children aged between 10 and 13 years, each of whom had a score of four or more on the full 16‐item test. The simpler of the two models was found to be the most satisfactory, the model specifying that the time to correct solution of a person on a test item is a proportional function of the difficulty of the item and a single parameter describing the speed of the person. Individual speed parameters were estimated for each child and were analysed in terms of an age X ability analysis of variance. This analysis indicated highly significant main effects, speed increasing with both age and ability. There was no interaction between age and ability. Results were related to previous findings and supported a view of mental speed as a major component of abil

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb03000.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.A group of profoundly deaf 15‐year‐old subjects with no other handicap and of average non‐verbal intelligence were given a lip‐reading test. The same test was given to comparable hearing subjects ‘deafened’ by white noise masking. The difference between the groups was not significant. Performance of the deaf subjects (and the hearing) was, however, significantly better when they read the test items from print. The implication is that the relatively poor lip‐reading ability of the deaf subjects was not because of linguist

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb03001.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.Teaching procedures designed to improve children's divergent thinking abilities were administered to two classes of 9‐ and 10‐year‐old children, one formal and one informal, for one morning per week over a period of six weeks. Parallel classes covered the same material but without the emphasis on divergent production. The results suggest that appropriate teaching procedures can play a significant part in enhancing children's divergent thinking abilities, particularly verbal abilities. Similar improvements were attained in both types of experimental

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb03002.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY

摘要:

Summary.An analysis of the written compositions of a national sample of 520 British school children was carried out using two measures: (i) writing productivity as measured by the composition length in words; (ii) the mean minimal terminable unit (T‐unit) length in words, a measure of syntactic maturity. Although this sample exhibited the typical association between family size and reading attainment, there were no family size differences with respect to writing productivity or syntactic maturity. The results were discussed with regard to the possibility of a syntactic differentiation among children from families of larger size such that the syntactic content of standardised reading comprehension tests would prejudice their test performanc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1977.tb03003.x

出版商:Blackwell Publishing Ltd    

年代:1977

数据来源: WILEY