Thirty-seven children between the ages of 5 and 10 were tested on three seriation tasks: length, weight, and a specially constructed "hidden length" seriation designed to eliminate the typically observed horizontal decalage between the length and weight tasks. The experimental results confirmed the main hypotheses: that the hidden length seriation was more difficult than the normal length seriation and of approximately equal difficulty to the weight seriation. An information processing analysis was then carried out with one child at the operational level of cognitive development, Pierre (8;1). This led to the construction of a performance model, a computer program cast as a set of production rules, that simulated in detail Pierre's behavior on the three tasks. The general and task specific elements of the program show how the length sedations are facilitated by perceptual factors and the organization of memory, though within the framework of a common insertion strategy that Pierre employed on all three tasks. Piaget and Inhelder (1962) and Piaget and Szeminska (1941) demonstrated a horizontal decalage of about three years between length and weight seriation. A horizontal decalage arises when a cognitive structure that can be successfully applied to task X cannot, though it is composed of the same organization of logical operations, be extended to task Y as well (Flavell, 1963). Since both seriation experiments are supposed to reflect the same underlying logical structures, namely, the transitive asymmetric relations of groupement v (Piaget, 1972), why should there be such a timelag? According to Piaget (1957) it can be explained by perceptual factors: length seriation is a "facilitating situation" (Pascual-Leone & Bovet, 1966) where the visual simultaneity of the perceived elements favours the construction of an ascending or descending series, for example, a staircase. Weight seriation, on the other hand, constrains the child to use a more conceptual strategy since all elements look alike and information is only supposed to be obtainable by means of a scale. 9 We wish to thank Nicole Pothier, whose data (Pothier-Desaulniers, 1971) figure in this research, for her active participation; also, J. Gascon, D. Klahr, L. Laurencelle, J. Pascual-Leone, and Z. Pylyshyn. This research has been supported by le Ministere de l'Education du Quebec as part of its "Programme de formation de chercheurs et d'action concertee.
Children were video-tape recorded while trying to solve one of Piaget's weight seriation tasks. Detailed protocol analyses and computer simulations of the behavior of three children at different stages of intellectual development are presented. The programs, organized as systems of production rules, simulate the Ss' behavior in detail. They show how intellectual development is related to the Ss' (a) progressive sophistication in structuring their environment, (b) better use of memory, (c) span for drawing inferences, and (d) initial conception of what a seriation is, as reflected in such parameters as the adequacy of their stop rules and single vs. multiple block comparisons.Two additional experiments (N=35) compare length with weight seriation; access to information is controlled in one of the length seriation conditions. Results indicate that the typically observed &&calage in performance on the two tasks largely disappears when a systematic effort is made to render the information-processing requirements of the two tasks isomorphic.
Tous droits réservés © Faculté d'éducation, Université de Sherbrooke, 1994 Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. Résumé de l'article Ce texte propose d'ouvrir un débat sur la notion de schème à propos des algorithmes de calcul. Dans une première partie, il est proposé d'élargir la perspective des travaux sur les erreurs systématiques jusqu'à la notion de schème, telle qu'elle est définie dans la « théorie des champs conceptuels ». La thèse selon laquelle les erreurs sont des formes transitoires conduit alors à repenser ces erreurs en tant que traces de la construction progressive d'un « schème-algorithme ». Cela permet d'intégrer dans une même perspective théorique les constats sur le caractère organisé des conduites erronées avec la fonctionnalité de la dynamique assimilation/accommodation à l'oeuvre dans les schèmes. La seconde partie présente des séries d'exemples d'erreurs d'élèves qui mettent en évidence le fonctionnement adaptatif de ce schème-algorithme. La dernière partie revient sur le débat théorique et soulève la question d'un fonctionnement didactique de l'erreur en résumant les résultats d'une recherche récente dans ce domaine.
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