Current Status of Formal Operations Research

Neimark, Edith D.

doi:10.1159/000272428

Cited by 50 publications

(24 citation statements)

References 28 publications

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“…Research with tasks that Piaget regarded as requiring proportional reasoning, but which can probably be better understood as requiring integration of bi nary operations, such as the weight-distance rule for the balance scale, also suggests at tainment in the teen years. Furthermore, im position of training, or use of more 'childfriendly' assessment techniques, has not fun damentally changed these findings [Neimark, 1979], There is still considerable room for de bate on the issue, but I would again suggest that the proposition that children cannot master some concepts until they reach ap proximately the ages specified in Piaget's stage theory, warrants reexamination. The problem is to define precisely what children can and cannot do, and this requires careful and systematic comparison of their successes and their failures.…”

Section: Conclusion Concerning Child and Adolescent Reasoningmentioning

confidence: 95%

“…While this claim has been less a center of controversy than his theory of con crete operations, there has been some con trary evidence. Reviews of formal operations research exist [Keating, 1980;Kuhn et al, 1977;Neimark, 1975Neimark, , 1979, but to keep the amount of material manageable, I will con tinue to adopt a case study approach. One of the most extensive and elegant series of ex periments in this context is the research on hypothesis testing, so we focus first on that topic.…”

Section: Reasoning In Middle Childhood and Adolescencementioning

confidence: 99%

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Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988

Halford

1989

Human Development

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In this article some of the issues are examined that have arisen in one quarter of a century of intensive research on cognitive development from a Piagetian perspective. It is suggested that there is no evidence clearly confirming the existence of Piaget’s cognitive structures in explicit form. Consequently, neo-Piagetian theories have proliferated, in an attempt to conceptualize the increasingly powerful cognitive systems that have been observed to develop with age. Research on the object concept indicates that children have knowledge and skills that would not have been predicted by the Piagetian position, but that children progressively develop an integrated conception of space that is consistent with some of Piaget’s basic tenets. Some of the major studies purportedly demonstrating understanding of concrete operational concepts by 3- and 4-year-olds are shown to be based on false positives. There is rigorous evidence of hypothesis testing in middle childhood, but this performance does not necessarily entail formal operations as defined by Inhelder and Piaget. It is concluded that Piaget’s empirical work has held up better than is often thought but that his conceptualization of cognitive development is inadequate. Consequently, it is suggested, empirical researchers should devote more attention to testing alternative theories.

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Section: Conclusion Concerning Child and Adolescent Reasoningmentioning

confidence: 95%

Section: Reasoning In Middle Childhood and Adolescencementioning

confidence: 99%

Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988

Halford

1989

Human Development

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“…Empirical evidence appears to support Piaget's basic descriptions of the stages of cognitive development (Elkind & Flavell, 1969;Halford, 1989aHalford, , 1989bNeimark, 1975Neimark, , 1979Pascual-Leone, 1989b;Sigel & Hooper, 1968). For example, Elkind and Flavell (1969) and Sigel and Hooper (1968), reported on replication studies of Piaget's work that confirmed the occurrence of most of the phenomena he reported.…”

Section: Empirical Support For Piaget's Cognitive Stagesmentioning

confidence: 79%

“…Thus, Neimark (1979) concluded that evidence that trained skills can be transferred to other contexts is still generally lacking. More recently, however, Adey and Shayer (1990), noted that some studies (e.g., Kuhn & Angelev, 1976;Rosenthal, 1979) suggest that general acceleration of formal operations may be possible.…”

Section: Acceleration Of Stage Developmentmentioning

confidence: 99%

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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In an effort to reduce the high crash rate and resulting injuries of young drivers, the National Highway Traffic Safety Administration has sponsored research to assess the factors responsible for this heightened crash risk and to determine the implications for traffic safety programs. As part of this research, this review of research literature was conducted to determine what is known about cognitive development and information processing capabilities of youth. The goal of the project was to ascertain how traffic safety programs should be structured to match these cognitive characteristics. The review is divided into 12 sections. This literature review focuses primarily on cognitive development from about 10 to 24 years of age. The first section is about memory; that is, the processes that allow a person to retain knowledge over time. The second section, attention, discusses the factors related to the development of how people focus cognitive resources on perceptual or mental tasks, including selective, divided, and sustained attention. The third section, learning, discusses the processes by which people acquire information. The fourth section, reasoning, discusses types of reasoning and the problems young people have with this type of thinking. The fifth section, motivation, examines the factors that initiate and influence the intensity of behaviors. The sixth section, is a discussion of the development of risk perception and factors that contribute to the misperception of risk. The seventh section discusses the development of problem solving and decision making in a general way. While influenced by all other cognitive factors and their age-related limitations, general deficits of problem solving and decision making ability are discussed. The eight section, social cognition, covers those topics in the development of social cognition that are likely to have an effect on driving: attribution theory and social schemata/scripts. The ninth section, attitude formation and change, discusses several factors related to attitudes and persuasion. The tenth section examines briefly the development of verbal ability, that is, all use of language. Because many traffic safety messages and programs deal with moral issues in driving, the AcknowledgmentsThis project was sponsored by the United States Department of Transportation, National Highway Traffic Safety Administration. Several individuals provided valuable insight and feedback on this literature review. A group of talented people served as subject-matter experts. This group of experts suggested literature review topics and studies, read and commented on several versions of this manuscript, and participated in a 1-day meeting to discuss the issues involved with cognitive development and traffic safety messages and programs for youth. We thank them for their generous and worthwhile efforts. The people in this group were: Allen Bard, Douglas Bierness, Jacquelynne Eccles, John Hagen, Brian Jonah, Patrick O'Malley, John Palmer, David Rosen, J. Frank Yates, and Marc Z...

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“…At the same time, however, a number of ques tions concerning the stage of formal operations have been raised in recent reviews by Blasi and Hoeffe! [1974], Neimark [1979], and Keating [1980]. These reviewers point to the continuing confusion between competence and performance, general methodological problems in assessing formal opera tions, and the lack of consistent data supporting the universality of formal operations.…”

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confidence: 99%

Structuralist Perspectives on Social Development in Youth

Santilli¹,

Meacham²

1982

Human Development

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A variety of issues regarding social and personality development in youth is currently being examined from the perspective of Piaget’s structuralist theory of development. These issues, including questions regarding the universality of formal operations and the generalizability of formal operations across various content domains, are considered in the various chapters of Social Development in Youth: Structure and Content edited by Meacham and Santilli [1981]. Among the topics are identity achievement, perspective taking, social relations, self-concept, friendship, interpretation of poetry, moral judgment, and moral action.

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Current Status of Formal Operations Research

Abstract: Following a brief overview of developments in the study of formal operations thought since 1972, research in several active areas is reviewed and some speculations concerning future research directions are offered.

Cited by 50 publications

References 28 publications

Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988

Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Structuralist Perspectives on Social Development in Youth

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