scholarly journals Conservation or conversation: A test of the repeated question hypothesis

Psihologija ◽  
2006 ◽  
Vol 39 (3) ◽  
pp. 257-275 ◽  
Author(s):  
Aleksandar Baucal ◽  
Ivana Stepanovic
Keyword(s):  
Cognitive Development ◽  
Direct Test ◽  
Wrong Answer ◽  
Conservation Task ◽  
Standard Task ◽  
Concrete Operational

The main goal of the paper is to reanalyze the results of previous studies on the repeated question effect in the conservation task, and to create a more direct test of the repeated question (RQ) hypothesis (repeating of question in the conservation task may mislead concrete-operational children to give the wrong answer since they interpret the repeating as an implicit sign that their first answer is wrong). Reanalysis of previous studies shows that some original conclusions need to be modified, and that a more direct test of the RQ hypothesis is needed. Each participant (N=58, mean age 7;10) was tested by two tasks (conservation of liquid), a standard and modified version. In the modified task, liquid was poured into the same glass, so that the child?s answer was not under influence of his or her level of cognitive development, but only by the repeated question (child who was misled by the RQ would give a wrong answer). According to the RQ hypothesis, children who change their answer on the modified task also need to change their answer on the standard task. Moreover, children who resist the RQ on the standard task do not need to change their answer on the modified task. Results show a different pattern than expected by the RQ hypothesis.

scholarly journals Analisis Perkembangan Kognitif Anak Usia Dasar dan Implikasinya dalam Kegiatan Belajar Mengajar

2018 ◽  
Vol 9 (1) ◽  
pp. 37 ◽  
Author(s):  
Dian Andesta Bujuri
Keyword(s):  
Cognitive Development ◽  
Cognitive Ability ◽  
Teaching And Learning ◽  
Effective Learning ◽  
Strategy Model ◽  
Comprehensive Development ◽  
Operational Phase ◽  
Concrete Operational ◽  
Two Phases ◽  
High Level

<p>The human as human being should experience the development every time, including on the basic age of child (7-13 years old). One of important aspects of  human development is cognitive aspect. Cognitive development is an comprehensive development relating with thinking ability, such as the ability of thingking, reasoning, expressing idea, imagination and creativity. According to Piaget’s theory, the cognitive development of basic age child consists of two phases: the first is concrete operational phase (7-11 years old) that is a phase where the child has been able to function his/her mind to think logical, rational and objective, but it is just limited on the object concrete.  The second is formal operational phase (11-12 more years old) that is a phase where the child has used his/her mind to think a matter which will be or ought to be happening (hyphotheses) and a abstract matter. In spite of the same phase, cognitive development of child has difference in every age level that it is very significant to be known especially in education scope in teaching and learning process. Referred to new version of Talksonomi Bloom Theory, the child who is 7 years old has been at C1, C2 and C3 level but it is still limited, age 8 years is C2 and C3 level; age 9 years is C3 level which is high level; age 10 years is C3, C4 and C5 level which is limited, age 11 years is C4, C5 and C5 level; and 12 years more is C6 level which is better. The significance of comprehension about the cognitive ability level of child becomes reference to choose material lesson, to determine strategy, model and learning method. The purpose is to able to create effective learning and to be able to comprehend the material maximally which it is hopefully compatible with the belonging of child’s cognitive ability.</p><p> </p><p><strong>Keyword : </strong>Cognitive Development, Basic Age Child, Teaching and Learning<strong> </strong></p>

Different Strategies in Spatial Decentering in Two Stages of Cognitive Development

1984 ◽  
Vol 58 (1) ◽  
pp. 259-265
Author(s):  
Giovanna Axia ◽  
Chiara Nicolini
Keyword(s):  
Cognitive Development ◽  
Cognitive Strategies ◽  
Control Group ◽  
Cognitive Level ◽  
The Third ◽  
Cognitive Levels ◽  
Concrete Operational ◽  
Two Stages ◽  
Spatial Locations

Subjects of two cognitive levels (60 subjects at concrete operational and 60 at formal operational levels) were given Piaget's three-mountains task under three conditions. The first group was encouraged to use images, the second group spatial locations, the third was a control group. As hypothesized, spatial decentering is a task which can be solved by different cognitive strategies. The choice of a strategy depends upon the subject's cognitive level, e.g., use of image strategy increases performance of subjects at the concrete operational stage and decreases performance of subjects at the formal operational stage.

scholarly journals PERKEMBANGAN KOGNITIF ANAK DALAM PERSFEKTIF PENDIDIKAN ISLAM

2021 ◽  
Vol 13 (2) ◽  
pp. 170-202
Author(s):  
Suharnis Suharnis
Keyword(s):  
Cognitive Development ◽  
Family Environment ◽  
Cognitive Skills ◽  
Cognitive Process ◽  
Cognitive Theory ◽  
Children's Behavior ◽  
The Family ◽  
Concrete Operational ◽  
Psychological View ◽  
Preoperational Stage

Children's education begins from family (household) where they are influenced by what their parents do by imitating and learning. So, children’s cognitive development is inseparable from the family environment. Children’s development in cognitive theory shows the cognitive skills in the form of perception, learning process, attention, language skill, and emotion. These all are implicated in children’s behavior regarding the cognitive development process in capturing, assessing, comparing, and responding to a stimulus before reacting. An individual receives a stimulus and then performs the cognitive process before reacting to the occurring stimulus. This process includes procedures for obtaining information, presenting, and transforming the information as knowledge. This knowledge reflects an indication of children’s behavior and attitude. Therefore, children’s cognitive development in psychological view is categorized into four: the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage.

The Teaching of Religious Concepts: A Three Stage Model

1975 ◽  
Vol 3 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Stanley N. Ballard ◽  
J. Roland Fleck
Keyword(s):  
Cognitive Development ◽  
Christian Education ◽  
Real World ◽  
Stage Model ◽  
Cognitive Level ◽  
Three Stages ◽  
Concrete Operational ◽  
Biblical Concepts

Three Piagetian stages of cognitive development (i.e., preoperational thought, concrete operational thought, and formal operational thought) are proposed as a model for the teaching of religious concepts to children. While recognizing the difficult task of teaching children certain biblical concepts, it is proposed that Christian education in the home and church be Bible-centered. But the scriptural material presented must be appropriate to the cognitive level of the child; that which is taught should be part and parcel of the child's real world in that the content is related to his present needs and experiences. Examples of appropriate biblical content for each of the three stages are presented.

J. Piaget and S. Claus: Psychology Makes Strange Bedfellows

1976 ◽  
Vol 39 (3) ◽  
pp. 740-742 ◽  
Author(s):  
Lawrence A. Fehr
Keyword(s):  
Cognitive Development ◽  
Stage Theory ◽  
Santa Claus ◽  
Stage Of Development ◽  
Concrete Operational

An unusual application of Piaget's stage-theory of cognitive development is presented. It is hypothesized that, when the child reaches the concrete operational stage of development, he or she also ceases to believe in Santa Claus. An analysis of the reasoning that led to the formation of this hypothesis as well as an enumeration of its implications for both psychologists and laymen are also presented.

scholarly journals An Empirical Verification of the Integral Development Method for Deaf Children

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Gordana Ilija Nikolic ◽  
Vesna Radoman ◽  
Sanja Dimoski
Keyword(s):  
Cognitive Development ◽  
Sign Language ◽  
School Achievement ◽  
Deaf Children ◽  
World Federation ◽  
Development Method ◽  
Systematic Application ◽  
Language Communication ◽  
Integral Development ◽  
Concrete Operational

Empirical findings on the difficulties deaf children face in certain areas of cognitive, conative, emotional and social development served as a basis for The Integral Development Method for Deaf Children. The principles of the World Federation of the Deaf (WFD) relating to the importance of sign language, neglected for a long time, provided a wider basis of this method. The first part of the article presents the method in a general way. The research part of the article examined the results of two experimentally controlled workshops. The first workshop examined the effects of various non-verbal stimulation techniques on cognitive development. The second workshop examined the effects of a systematic application of sign language on communicative and educative development. Data in Study 1 were collected by Piagets test and in Study 2 we collected by the Communication Competence Scale. The sample consisted of 50 subjects in Study 1 and 60 subjects in Study 2. The subjects were deaf children aged 8 to 12 years. The results confirmed that systematic application of various non-verbal workshop techniques that are suitable for deaf children significantly contributes to the promotion of cognitive development and that they effectively enhance and accelerate the concrete operational stage. A systematic application of Serbian sign language influenced promotion of Serbian speech language and complete communicative competence as well as higher cohesion of sign language end speech language communication skills. Sign language also influenced school achievement. Key words: cognitive development; communication; non-verbal approaches; sign language

Relation between Piaget's Cognitive Stages and Temporal Extension

1980 ◽  
Vol 47 (1) ◽  
pp. 291-294 ◽  
Author(s):  
Denis Nissim-Sabat
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Development ◽  
Senior High School ◽  
Life Space ◽  
School Students ◽  
Space Extension ◽  
Concrete Operational ◽  
The Relationship ◽  
Senior High School Students

This study examined the relationship between cognitive development, as assessed by Piagetian tasks, and temporal extension as assessed by the Lines Test. It was hypothesized that concrete operational subjects, relative to formal operational subjects, would be more present oriented and have a longer life space extension. Furthermore, it was hypothesized that formal operational subjects, relative to concrete operational subjects, would be more future-oriented. Two Piagetian tasks and a Lines Test were administered to 65 senior high school students. Significant differences existed between the 23 concrete, 22 transitional, and 20 formal subjects on the measures of present and future temporal extension, but none on the life-space measure.

The Development of Religious Concepts and Maturity: A Three Stage Model

1975 ◽  
Vol 3 (3) ◽  
pp. 156-163 ◽  
Author(s):  
J. Roland Fleck ◽  
Stanley N. Ballard ◽  
J. Wesley Reilly
Keyword(s):  
Cognitive Development ◽  
Religious Orientation ◽  
Concept Development ◽  
Stage Model ◽  
Religious Denomination ◽  
Religious Maturity ◽  
Research Findings ◽  
Religious Thinking ◽  
Religious Concept ◽  
Concrete Operational

Three Piagetian stages of cognitive development (i.e., preoperational thought, concrete operational thought, and formal operational thought) are proposed as a model consistent with research findings on the development of religious concepts and religious maturity. The research findings of Harms (conception of God; 1944), Deconchy (conception of God; 1965), Elkind (conception of religious denomination; 1961, 1962, 1963), Long, Elkind, and Spilka (conception of prayer; 1967), and Goldman (religious thinking; 1964; 1970) are presented as supporting the three-stage Piagetian model for religious concept development. The research findings of Allen (1965) and Allen and Spilka (1967) concerning consensual (i.e., immature) and committed (i.e., mature) religious orientation are presented as generally supporting the Piagetian model in the area of religious maturity.

scholarly journals A Comparison of Montessori and Traditional School Children on Cognitive Development

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Kavitha Sebastian ◽  
Dr Waheeda Matheen
Keyword(s):  
Cognitive Development ◽  
Sample Size ◽  
School Children ◽  
Intellectual Development ◽  
Original Work ◽  
Traditional School ◽  
Ex Post ◽  
Ex Post Facto ◽  
Concrete Operational ◽  
Ex Post Facto Study

The present investigation was carried out to compare 4-6 year old Montessori and traditional school children on Cognitive Development with respect to logically related objects. The sample consisted of  4-6 year old boys and girls(sample size-72) drawn from four different schools. The tests were administered on a one-to-one basis. The task the children performed involved the recognition and recall of logically related objects i.e a seriation task. The test materials were drawn from the original work of Piaget with subsequent contribution from Yussen, Mathews and White(1980) who used these materials to determine the child’s intellectual development in the acquisition of concrete operational thought. It was an ex post facto study. The statistics employed was the ‘t’ test. The results showed no significant differences between Montessori and traditional school children on Cognitive Development.

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