The growth of logical thinking: From childhood to adolescence.

Inhelder, Bärbel; Piaget, Jean; Parsons, Anne; Milgram, Stanley

doi:10.1037/10034-000

Cited by 3,510 publications

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“…Specifically, rather than any simultaneous consideration of intrinsic and extrinsic causes, children were seen as simply responding to the pressure of extrinsic causes by attributing action to it and responding to the absence of extrinsic causes by attributing actions to intrinsic causes. This explanation would indeed explain the results and would be more consistent with the well-known difficulties that young children encounter in dealing with two or more aspects of a situation at the same time (Inhelder & Piaget, 1958). Subsequent research should consider mechanisms such as Smith's (1975) use of partial schema, Smith and Dalenberg's episode recognition concept (1977, 1979) or Bern's (1972 self-perception theory, all of which are more compatible with the subject's cognitive abilities.…”

Section: Possible Mechanisms For the Discounting Effectsupporting

confidence: 59%

A reexamination of developmental changes in causal attributions.

Dalenberg

Bierman

1984

Developmental Psychology

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The current study examined young children's use of the presence or absence of extrinsic reward to make inferences about the intrinsic motivation of another person. Previous research indicates that most kindergartners do not use a discounting heuristic, but it was hypothesized that they may have misinterpreted the questions asked. Kindergarten, second, and fourth graders were presented stories about children who were rewarded or not rewarded for performing various activities Two forms of questioning about motivation were compared. When a traditional form was used, kindergartners did not show evidence of a discounting heuristic. When the questions were adjusted to ask more specifically about intrinsic motivation, children at all grade levels appeared to use a discounting heuristic. Results are discussed in terms of the parameters of the attributional effects, the possible mechanisms responsible for the phenomena, and the significance of the findings for other developmental research using self-report techniques.In Kelley's (1973) discussion of attribution, an attempt was made to understand the processes by which an individual comes to attribute behavior to internal or external sources. The most interesting cases involved the presence of multiple causes, any of which might be sufficient to produce the behavior. Here, Kelley proposed that when a possible extrinsic cause was present, an observer may "discount" the causal importance of intrinsic causes.Recently, several investigators have begun to explore the development of such attributional schemata. In 1973, Lepper, Greene, and Nisbett showed that preschool children who were rewarded for performing an attractive activity showed less interest in that activity during a subsequent free play period than did children who had engaged in the activity without extrinsic reward. Lepper et al. (1973) termed this phenomenon overjustification; using Kelley's (l973) model, the relevant cognitive process would be the discounting of an intrinsic cause (interest) in the presence of an extrinsic cause (reward). Such research appears to support the premise that very young children can use the discounting principle for self-perception. Subsequent investigators, however, have questioned whether 5-to 7-year-old children actually attribute behavior in the same way as the use of the discounting principle would

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Section: Possible Mechanisms For the Discounting Effectsupporting

confidence: 59%

A reexamination of developmental changes in causal attributions.

Dalenberg

Bierman

1984

Developmental Psychology

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“…A student of logic may consult the rules of deductive inference to draw a conclusion from a set of premises; yet, an experienced logician may derive conclusions from premises much in the same way that the experienced poet thinks in a particular poetic meter (see Skinner, 1957, p. 422). In fact, it seems likely that logical verbal behavior emerges or develops in the normal course of human development under processes similar to those in the development ofverbal behavior in general (e.g., Inhelder & Piaget, 1958, 1969.…”

Section: Reasoning Premises and Conclusionmentioning

confidence: 99%

Logic, Reasoning, and Verbal Behavior

Terrell

Johnston

1989

BEHAV ANALYST

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“…Recently, researchers have advocated that adolescence is an optimal time for counselors to explore issues of meaning and purpose with their clients and students (Blair, 2004;Bronk, Hill, Lapsley, Talib, & Finch, 2009;Burrow, O'Dell, & Hill 2010;Damon, Menon, & Bronk, 2003;Ho et al, 2010;McLean, Breen, & Fournier, 2010). Developmentally, as suggested by Erikson (1968) and Piaget (1958), adolescents are ready to begin this exploration, and interventions at this vulnerable life stage could be an important measure. Although this life stage is ripe with changes and negative connotations, adolescents possess strengths that can be fostered to promote thriving, rather than just surviving their teenage years (Lerner, von Eye, Lerner, Lewin-Bizan, & Bowers, 2010).…”

Section: Author's Notesmentioning

confidence: 99%

“…Research has demonstrated that adolescents are capable of engaging in the process of meaning making and engage in searching for meaning and purpose without prompting from others (Inhelder & Piaget, 1958;McLean et al, 2010). Numerous studies have documented the relationship between a sense of meaning and purpose and well-being in adolescence (Burrow, et al, 2010;Ho et al, 2010;Kiang & Fuligni, 2010;Lerner et al, 2010;).…”

Section: Importance Of Meaning-making In Adolescencementioning

confidence: 99%

“…Adolescents are not only capable of engaging in independent thought related to meaning and purpose (Inhelder & Piaget, 1958), but according to Erikson (1968), the exploration of meaning and purpose during this life stage is an essential task of identity development. Recently, researchers have advocated that adolescence is an optimal time for counselors to explore issues of meaning and purpose with their clients and students (Blair, 2004;Bronk, Hill, Lapsley, Talib, & Finch, 2009;Burrow, O'Dell, & Hill 2010;Damon, Menon, & Bronk, 2003;Ho et al, 2010;McLean, Breen, & Fournier, 2010).…”

Section: Author's Notesmentioning

confidence: 99%

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Meaning-Making in Early Adolescence: Practices and Perspectives of School Counselors

Schwarz¹

2016

JCPS

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Adolescence is a crucial life stage involving aspects of identity development and decision-making that have potential life-long consequences. A sense of meaning is related to many beneficial factors during adolescence, including psychological health, academic engagement, and overall well-being. This qualitative interview study was designed to investigate middle school counselors' perspectives and practices regarding exploring meaning with their early adolescent students. Analysis of ten individual interviews and a focus group revealed that the school counselor participants did engage in work with middle school students around meaning-making. They primarily helped students to find meaning through identity exploration, specifically focusing on navigating challenging life circumstances, reflecting on behavior, and making meaningful connections. Practical implications for both school counselors and counselor educators are detailed. Author's NotesCorrespondence concerning this article should be sent to Jill E. Schwarz at schwarz@tcnj.edu What is the meaning of life? This question has been asked countless times within many disciplines throughout history. Viktor Frankl purported, however, that people truly desire not just to know the meaning of life in general, but to know specifically the meaning of their own lives (Langle & Skyes, 2006). He explained how meaning could be discovered in three ways: (1) creating something or accomplishing a task; (2) having an experience or encounter with someone; and, (3) through the inevitable suffering in our lives (Frankl, 1984). More recently, researchers have defined meaning in life "as a sense of coherence or understanding of existence, a sense of purpose in one's life, the pursuit and attainment of worthwhile goals, and an accompanying sense of fulfillment" (Ho, Cheung, & Cheung, 2010, p. 2).This search for meaning and purpose often begins in adolescence, a period of life between the ages of 12-18, which is widely recognized as confusing, challenging, and difficult to navigate (Erikson, 1968). Adolescents are not only capable of engaging in independent thought related to meaning and purpose (Inhelder & Piaget, 1958), but according to Erikson (1968), the exploration of meaning and purpose during this life stage is an essential task of identity development. Recently, researchers have advocated that adolescence is an optimal time for counselors to explore issues of meaning and purpose with their clients and students (Blair, 2004;Bronk, Hill, Lapsley, Talib, & Finch, 2009;Burrow, O'Dell, & Hill 2010;Damon, Menon, & Bronk, 2003;Ho et al., 2010;McLean, Breen, & Fournier, 2010). Developmentally, as suggested by Erikson (1968) and Piaget (1958), adolescents are ready to begin this exploration, and interventions at this vulnerable life stage could be an important measure. Although this life stage is ripe with changes and negative connotations, adolescents possess strengths that can be fostered to promote thriving, rather than just surviving their teenage years (Lerner, von Eye, L...

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The growth of logical thinking: From childhood to adolescence.

Cited by 3,510 publications

References 0 publications

A reexamination of developmental changes in causal attributions.

A reexamination of developmental changes in causal attributions.

Logic, Reasoning, and Verbal Behavior

Meaning-Making in Early Adolescence: Practices and Perspectives of School Counselors

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