Testing for developmental continuity or discontinuity: Class inclusion and reversal shifts*1

Tabor, Lila

doi:10.1016/0273-2297(81)90029-0

Cited by 13 publications

(16 citation statements)

References 11 publications

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“…In a study by Tabor and Kendler (1981), both continuous and discontinuous developmental changes were demonstrated in children ranging from kindergarten through sixth grade. One type of task produced bimodal distributions of scores, while another produced unimodal distributions.…”

Section: Measuring Discontinuitiesmentioning

confidence: 99%

“…Around age 4, chil- dren begin to understand simple relations between representations for concrete objects, according to Biggs and Collis (1982), Case (1980), Fischer (1980), Halford (1982), and Siegler (1981). For example, they can understand social roles because they are able to relate complementary behavioral roles such as those of doctor and patient (Watson and Fischer, 1980). Children at this age can also think about the relationships among a variety of objects or concrete ideas.…”

Section: Consistencies In Theory and Datamentioning

confidence: 99%

“…O n the other hand, according to Piaget (1970), thought at this time is still based on direct perceptual information and remains intuitive and egocentric, therefore showing a distinct absence of logical reasoning. Several theorists propose another developmental level at 6 or 7 years of age (Biggs and Collis, 1982;Fischer, 1980;Piaget, 1970;Tabor and Kendler, 1981;White, 1970). Generally, children at this age become able to coordinate complex concrete or representational skills.…”

Section: Consistencies In Theory and Datamentioning

confidence: 99%

“…Children can coordinate dual social roles for two interacting agents -for example, making an adult doll act simultaneously as both parent and doctor to a child doll. Before age 6, few children are able to coordinate such an intersection of roles (Watson and Fischer, 1980).…”

Section: Consistencies In Theory and Datamentioning

confidence: 99%

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Developmental discontinuities in childhood and adolescence

Kenny

1983

New Directions for Child and Adolescent Development

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Children's physical growth is usually not striking to people who live with them day in and day out. Development, whether physical or mental, unfolds gradually and naturally over a long period of time. The fact that development occurs gradually, however, does not necessarily mean that the rate of development is always the same. There are times when a child appears to be learning at faster or slower rates. Different rates of both physical and mental development have been documented throughout childhood and adolescence (Emde and others, 1976;Fischer, 1980;McCall, 1979; White, 1970). Some researchers suggest that new learning occurs mainly during the faster periods of physical growth (Epstein, 1974), with skill acquisition progressing rapidly during certain high growth periods and then leveling off during slow growth periods. The approach presented in this chapter does not draw quite so strong a dichotomy between fast and slow periods of development. Instead skills are viewed as accumulating in an ongoing and continuous process, with spurts in developmental pace marking the emergence of new learning potentials.Development is therefore both continuous and discontinuous. Individuals experience gradual transitions and stage-like changes in the process of skill acquisition. Neither aspect can be ignored without losing a piece of the

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Section: Measuring Discontinuitiesmentioning

confidence: 99%

Section: Consistencies In Theory and Datamentioning

confidence: 99%

Section: Consistencies In Theory and Datamentioning

confidence: 99%

Section: Consistencies In Theory and Datamentioning

confidence: 99%

See 2 more Smart Citations

Developmental discontinuities in childhood and adolescence

Kenny

1983

New Directions for Child and Adolescent Development

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“…For another example, consider the cross-sectional study conducted by Tabor and Kendler (1981). Tabor and Kendler presented sets of four presumably parallel problem tasks to children of different ages.…”

Section: If a Discrete Random Variable Y Is Binomially Distributed Fomentioning

confidence: 99%