The “Failure to Communicate a Change of Mind” Explanation of Young Children's Nonconservation Responses

Gold, Ron

doi:10.1080/00221325.1985.9914444

Cited by 2 publications

(2 citation statements)

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“…Uočeni su novi aspekti koji, mimo socio-kognitivnog konflikta, mogu uticati na rezultat socijalne interakcije, pa se u istraživanjima nakon 80-ih pojavljuju nove varijable: slika o sebi, socijalni identitet, socio-kulturni status, školski uspeh. Pokazalo se i da značenje koje deca pridaju situaciji testiranja takođe ima efekta na njihovo ponašanje i postignuće (Baucal i Stepanivić, 2006;Elbers et al, 1991;Gold, 1985;Light, 1986;Light et al, 1987;Siegal et al, 1988).…”

Section: Istraživanja Vršnjačke Interakcije U Okviru Pijažeovog Pristupaunclassified

The role of peer interaction in cognitive development: Piagetian and Vygotskyan perspective

Stepanovic¹

2010

Psihol istra

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Section: Istraživanja Vršnjačke Interakcije U Okviru Pijažeovog Pristupaunclassified

The role of peer interaction in cognitive development: Piagetian and Vygotskyan perspective

Stepanovic¹

2010

Psihol istra

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“…(Kohnstamm, 1967, did not specify what design and analysis he employed.) Yet a number of authors (Kahn & Garrison, 1973;McGarrigle & Donaldson, 1974;Rose & Blank, 1974;Winer, 1974;Gold, 1983Gold, , 1985 have found that when similar Piagetian tasks are given together, appreciable order effects occur such that performance on subsequent tasks resembles performance on the first more than it would otherwise have done; the order effects bring performance on the different tasks closer together. This means that a within-subjects analysis may fail to pick up a difference in task difficulty that would be revealed by an across-subjects analysis.…”

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confidence: 99%

Class inclusion performance: Effect of intermingling the subsets

Gold¹

1987

British J of Dev Psycho

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Many findings in the literature on Piaget's class inclusion task are consistent with the proposal that children's performance on the task improves if their attention is drawn to the superset and/or away from the contrast between the subsets. It would also be consistent with this proposal if intermingling the subsets improved class inclusion performance. Previous studies, however, found no such improvement. It was hypothesized that intermingling the subsets does indeed facilitate performance, and that the contrary findings were obtained because the authors concerned relied exclusively on within‐subjects analyses when comparing performance on class inclusion tasks with separated and intermingled subsets; this approach ignores the dangers posed by order effects that bring performance on similar Piagetian tasks closer together than they would otherwise be. The hypothesis was tested on a sample of 80 children (mean age 7 years 3 months) and was supported. A possible explanation for the order effects that were found is presented and the implications for other types of Piagetian studies are noted.

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The “Failure to Communicate a Change of Mind” Explanation of Young Children's Nonconservation Responses

Cited by 2 publications

References 24 publications

The role of peer interaction in cognitive development: Piagetian and Vygotskyan perspective

The role of peer interaction in cognitive development: Piagetian and Vygotskyan perspective

Class inclusion performance: Effect of intermingling the subsets

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