The differential effects of age and first grade schooling on the development of infralogical and logico-mathematical concrete operations
| Autor: | Sorel Cahan, Lavee Artman, Yael Gappel-Gilon, Charles W. Greenbaum, Nilly Deluya |
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| Rok vydání: | 2008 |
| Předmět: |
Transitive relation
Developmental and Educational Psychology Regression discontinuity design Cognitive development Contrast (statistics) Experimental and Cognitive Psychology Differential (mechanical device) Sample (statistics) Psychology Inclusion (education) Differential effects Developmental psychology |
| Zdroj: | Cognitive Development. 23:258-277 |
| ISSN: | 0885-2014 |
| DOI: | 10.1016/j.cogdev.2008.01.004 |
| Popis: | Using the “between-grade levels” regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the development of logico-mathematical operational skills (classification, class inclusion and transitivity) is mainly attributable to schooling. In contrast, the effect of schooling on the development of conservation of mass, liquid quantity and number (clearly an infralogical task) is negligible; acquisition of conservation is almost exclusively due to maturation and out-of-school experiences. The results support the theoretical predictions derived from French-Swiss research of the last two decades and are inconsistent with claims regarding the specificity of schooling effects to tasks that are taught in school. |
| Databáze: | OpenAIRE |
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