Application of cluster analysis to the study of piagetian stages of intellectual development

Abstract

The purpose of this study was to reexamine Piagetian stages by way of the application of cluster analysis and to seek information concerning the occurrence of stages and the influence of different tasks and gender on cluster patterns. Six Piagetian tasks were administered to 182 males and 176 females ages 9 through 18 years old. Analysis and interpretation of the data suggested the following conclusions: (1) Piagetian stages exist as a general sequence through which intellectual development progresses; however, the males in the study conformed more to Piagetian stages than did the females; (2) deviation from Piagetian stages was influenced by gender and the type of task; (3) lack of synchronization of substages across several tasks suggested that Piagetian tasks were more situation‐specific than indicated by Piaget, and it also helped to explain why strong, correlations among tasks at a given level have been difficult to obtain; (4) for the males, the greatest discontinuity occurred between substages IIIA and IIIB, not between IIB and IIIA as stated by Piaget; and (5) the group of 13‐year‐old females tended to cluster with the 17‐ and 18‐year‐old female groups, but it was not known why.

The Prediction of Logical Thinking Levels of Prospective Teachers Through Some Variables

“…Another variable predicting logical thinking was gender. Similar to studies in which there was a significant difference (in favor of boys) between the logical thinking abilities of male and female students in terms of gender (DeLuca, 1981;Hernandez et al, 1984;Howe and Shayer, 1981;Shemesh, 1990), there was also a significant result in favor of boys in this study. out.…”

“…There are some studies having a similarity with the current study. It is likely to see that there are some studies in favour boys (DeLuca, 1981;Hernandez et al, 1984;Howe and Shayer, 1981;Shemesh, 1990), as well as the ones which show there is no significant difference between logical thinking skills in terms of gender (Fah, 2009;Kıncal & Deniz Yazgan, 2010;Valanides, 1996). The structure causing it could be based on the fact that the logical thinking levels of boys are more systematic, they make more direct, clearer decisions and that their way of making reasonable decisions depending on rules is higher.…”

“…The related literature studies with regard to the relation of gender, age, education year, academic success, socio-economic level given in the personal information form with logical thinking was investigated. In some studies (DeLuca, 1981;Hernandez et al, 1984;Howe&Shayer, 1981;Shemesh, 1990) there was a significant difference between the logical thinking abilities of male and female students in terms of gender, in favor of boys, in some studies (Fah, 2009;Kıncal& Deniz Yazgan, 2010) found that there was no significant difference between logical thinking abilities according to gender.In addition, Kıncal and Deniz Yazgan (2010) highlighted some important differences in the logical thinking skills based on the variables of socio-economic and socio-cultural background academic success and school type. Besides that, Aksu et al(1990) investigated how logical thinking power differed in terms of school, the success at school and university exam, gender, parents' education status.…”

Mantiksal Düşünmeyi̇ Geli̇şti̇ren Etki̇nli̇k Örnekleri̇

“…Bunlardan ilki alandaki yetersizliğe, ikincisi de mantıksal düşünme düzeyine yöneliktir. Konuyla ilgili yapılan çalışmalar incelendiğinde öğrenme yaklaşımı esaslı yapılan çalışmaların (Garnett & Tobin, 1984;BouJaoude & Giuliano, 1991;Johnson & Lawson, 1998;Ören, Şaşmaz & Tezcan, 2008) ile ilişkisel bazda yapılan çeşitli çalışmalar (DeLuca, 1981;Howe & Shayer, 1981;Hernandez, Marek & Renner, 1984;Shemesh, 1990;Valanides, 1996;Gerber et al, 1997;Yenilmez, Sungur & Tekkaya, 2005;Fah, 2009; Kıncal & Deniz Yazgan, 2010) olduğu görülmüştür. Ancak mantıksal düşünmenin geliştirilmesine yönelik etkinlikli çalışmaların sayısının yeterli olmadığı tespit edilmiştir.…”

“…Yapılan çalışmada hangi etkinliklerle mantıksal düşünmenin geliminin sağlanacağına bakılmıştır. Literatürde genelde mantıksal düşünmenin gelişimine dair ilişkisel (DeLuca, 1981;Howe & Shayer, 1981;Hernandez, Marek & Renner, 1984;Shemesh, 1990;Valanides, 1996;Gerber et al, 1997;Yenilmez, Sungur & Tekkaya, 2005;Fah, 2009; Kıncal & Deniz Yazgan, 2010) ya da öğretim (Garnett & Tobin, 1984;BouJaoude & Giuliano, 1991;Johnson & Lawson, 1998;Ören, Şaşmaz & Tezcan, 2008) kapsamında çalışmalara rastlanılmıştır. İlişkisel bazı çalışmalarda mantıksal düşünmenin hangi yapılardan etkilendiğine ya da cinsiyet, yaş, okul düzeyi gibi değişkenlerin mantıksal düşünme düzeyindeki yerine bakılmıştır.…”