The factor structure of some piagetian tasks

Lawson, Anton E.; Nordland, Floyd H.

doi:10.1002/tea.3660130510

Cited by 31 publications

(13 citation statements)

References 10 publications

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“…The finding that the formal schemata of proportions, correlations, and probability do in fact develop during adolescence (in the present sample at least) suggests the possibility of some psychological or developmental link among them. Studies by Bart (1971), Lawson and Renner (1974), Lovell and Shields (1967), and Lawson and Nordland (1976) suggest that problems involving the isolation and control of variables are linked to this group of schemata. A plausible hypothesis is that this group of related concepts is in fact what constitutes formal thought.…”

Section: Discussionmentioning

confidence: 99%

The acquisition of propositional logic and formal operational schemata during the secondary school years

1978

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Section: Discussionmentioning

confidence: 99%

The acquisition of propositional logic and formal operational schemata during the secondary school years

1978

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“…Bredderman (1973) used reinforcement and cognitive conflict training in an attempt to train the control-of-variables schema, but neither trained group showed significantly greater gains than a control group. Lawson, Blake, and Nordland (1976) were able to train 14-17-year-olds to improve their performance in a control of variables task, but with no specific transfer to other tasks in the same schema. On the other hand, Lawson and Wollman (1976) trained 10-and 12-year-olds in the bending rods task, and found specific transfer to other control-of-variables tasks but no general transfer to compensation tasks or other more general measures of formal operational thinking.…”

Section: Review Of Previous Workmentioning

confidence: 99%

Accelerating the development of formal thinking in middle and high school students

1990

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In an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre‐posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in‐service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capacity.

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“…In addition, one item involving conservation of weight (Plaget & Inhelder, 1962) and one item involving displaced volume (Karplus & Lavatelli, 1969) were included. Both of these items have been used extensively in clinical interviews and have been found to be good indicators of late concrete and early formal operational reasoning respectively (Lawson & Blake, 1976;Lawson, Blake, & Nordland, 1974;Nordland, Lawson, & Kahle, 1974). They were included for that reason.…”

Section: Selection Of Formal-operational Itemsmentioning

confidence: 99%