Modal Logic:A New Paradigm of Development and Late-Life Potential

Chinen, Allan B.

doi:10.1159/000272902

Cited by 39 publications

(16 citation statements)

References 23 publications

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“…As many remarked to us, they viewed the tasks as genuinely challenging and hoped that their performances would show that active older people could still think and reason like younger college students. While this certainly raises questions concerning the generalizability of these findings to other less able but perhaps more representative popula tions, it draws our result patterns into rather close accord with the recent views of certain writers, e.g., Chinen [1984], Kramer [1983], and Labouvie-Vief[ 1980], Chinen [1984], for example, has presented a view which suggests that our elderly subjects demonstrate what optimally can occur vis-à-vis logical reason ing rather than showing what frequently hap pens, especially when invidious age-group means contrasts are statistically present and given singular emphasis. In the latter case, the potentials of late-life development may indeed be overlooked and the plasticity of latent cognitive abilities missed if interpreted from the perspective of simplistic age decre ment life-span models.…”

Section: Discussion Of Resultssupporting

confidence: 83%

Personality and Memory Correlates of Intellectual Functioning in Adulthood: Piagetian and Psychometric Assessments

Hooper¹,

Hooper²,

Colbert³

1985

Human Development

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Assessment of 180 college students at three ages, 17–23 years, 37–43 years, and 61–80 years, examined (1) the relative availability of Piagetian formal reasoning concepts, (2) the relationship of these formal reasoning performances to Horn and Cattell’s psychometric theory of general fluid and crystallized intelligence, and (3) developmental patterns among standardized intelligence tests, logical reasoning, immediate memory span, and selected personality or cognitive style measures. Total sample oblique factor rotation yielded 5 factors: (1) general fluid ability with significant loadings for matrices, field independence, and the 9 formal reasoning variables, (2) personality, (3) immediate memory, (4) verbal ability, and (5) internal locus of control. Factor pattern differences found in gender and age group analyses suggested caution in interpreting age main effects. Formal reasoning performances were generally adequate for all individuals including the elderly. Field independence was the best single predictor of formal reasoning which appeared to be more closely related to general fluid than to general crystallized intelligence measures.

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Section: Discussion Of Resultssupporting

confidence: 83%

Personality and Memory Correlates of Intellectual Functioning in Adulthood: Piagetian and Psychometric Assessments

Hooper¹,

Hooper²,

Colbert³

1985

Human Development

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“…Wisdom is conceptualized a s thought that integrates the contradictions of life and uniqueness of personal experience into a whole that allows the older adult to view herself and others in new and original ways. Further, wisdom is pragmatic, integrative cognition that allows the older individual to think and act in creative ways that pertain to his or her own life (Labouvie-Vief, 1980, 198 1 ;Chinen, 1984Chinen, , 1989. Of central concern, harkening back to the life-span developmental view of creativity, is not the "generation of all possible solutions" in life, but expertise in handling everyday, practical matters of living and being.…”

Section: Ive-smn Look?mentioning

confidence: 99%

Qualitative Changes in Creativity in the Second Half of life: A Life‐Span Developmental Perspective

Sasser-Coen

1993

Journal of Creative Behavior

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Research on the relationship between creativity and age has been based on two seemingly incompatible sets of assumptions. The deficit approach maintains and has demonstrated that creative productivity and age have a linear relationship—that is, creativity declines over the life‐span. The alternate approach, upon which the present paper is founded, maintains that creative productivity and creative ability are not identical. Further, this life‐span developmental approach posits that supposed declines in creativity actually may reflect qualitative changes in the underlying creative process. Thus, different stages of the life‐span are characterized by different kinds of creativity. Empirical and theoretical literature on wisdom and mature forms of thinking will be used to further answer the central questions of this paper: what might creativity in the second half of life look like?

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“…The general importance of modal thinking in accounts of cognitive develop ment is well documented [Moshman and Timmons. 1982;Chincn, 1984], Examples of modal thinking are reported by Inhelder and Piaget. For example, children in the floating bodies task are 'indifferent before contradic tions' [Inhelder and Piaget, 1958, p. 24], that is, their thinking is marked by contradictions (impossibilities).…”

Section: Discussionmentioning

confidence: 92%

A Constructivist Interpretation of Formal Operations

Smith¹

1987

Human Development

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Piaget’s logical model of formal operations is problematic since it is unclear how Piaget’s logic should be understood. In a recent review, Braine and Rumain conclude that neither of the two available interpretations is adequate. Under one interpretation, formulae which should be compatible are incompatible in Piaget’s logic. Under the other interpretation, formulae which should be incompatible are compatible in Piaget’s logic. A constructivist interpretation is outlined so as to overcome these weaknesses. It is proposed that the attribution of formal operational thinking depends upon an individual’s generalization of classificatory abilities which are present during concrete operations. Each of the formal operations has a unique specification in terms of the 16 patterns inherent in such classifications. Access to formal operations does not require conscious awareness of propositional symbolism. The interpretation is shown to be minimally adequate in avoiding the objections which invalidate existing interpretations. The interpretation is taken to exemplify two features of Piaget’s constructivism, namely the differentiation and integration of understanding which has a modal character.

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Modal Logic:A New Paradigm of Development and Late-Life Potential

Cited by 39 publications

References 23 publications

Personality and Memory Correlates of Intellectual Functioning in Adulthood: Piagetian and Psychometric Assessments

Personality and Memory Correlates of Intellectual Functioning in Adulthood: Piagetian and Psychometric Assessments

Qualitative Changes in Creativity in the Second Half of life: A Life‐Span Developmental Perspective

A Constructivist Interpretation of Formal Operations

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