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Relationships Among Performances on Three Formal Operations Tasks

Published on Jul 1, 1977in The Journal of Psychology 1.52
· DOI :10.1080/00223980.1977.9915907
Anton E. Lawson41
Estimated H-index: 41
(University of California, Berkeley)
Abstract
Summary Twenty-eight male and female seventh grade students who ranged widely in mathematical ability were administered three formal operations tasks in individual interviews (chemical combinations, bending rods, balance beam). Objective notes on task performances were made during the interviews and later categorized into Piagetian concrete and formal levels of intellectual development by two independent raters. Responses on each task ranged from early concrete to fully formal operational. Correlation coefficients among performance on tasks ranged from .60 to .70. The tasks were found to have a very high degree of internal homogeneity (HR = .66). A principal components analysis yielded one factor which accounted for 76.6% of the variance. These results support the hypothesis that these tasks require use of the same or a unified set of cognitive parameters.
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  • Citations (17)
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Newest
Published on Oct 1, 1975in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Purdue University),
Floyd H. Nordland10
Estimated H-index: 10
(Purdue University),
Alfred Devito5
Estimated H-index: 5
(Purdue University)
40 Citations Source Cite
Published on Mar 1, 1975in Child Development 3.78
Daniel P. Keating29
Estimated H-index: 29
(University of Minnesota)
KEATING, DANIEL P. Precocious Cognitive Development at the Level of Formal Operations. CHILD DEVELOPMENT, 1975, 46, 276-280. Early adolescents (fifth and seventh graders) classified by psychometric testing as bright and average were evaluated on Piagetian tasks of formal operations in order to examine the relationship between brightness and precocity. The bright group evidenced formal operations far more frequently than the average groups of the same age. Thus the major finding was that brightne...
57 Citations Source Cite
Published on Jan 1, 1975in Developmental Psychology 2.93
Patricia Kennedy Arlin2
Estimated H-index: 2
203 Citations Source Cite
Published on Oct 1, 1974in Science Education 3.04
Anton E. Lawson41
Estimated H-index: 41
(Purdue University),
John W. Renner22
Estimated H-index: 22
(University of Oklahoma)
65 Citations Source Cite
Published on Sep 1, 1974in Child Development 3.78
Rheta Devries2
Estimated H-index: 2
DEVRIES, RHETA. Relationships among Piagetian, IQ, and Achievement Assessments. CHILD DEVELOPMENT, 1974, 45, 746-756. Empirical relationships are explored among the theoretically different Piagetian and psychometric assessments of intelligence, and school achievement. Ss were 143 bright and average children chronologically aged 5, 6, and 7 years. Factor analyses of performance on the California Test of Mental Maturity (CTMM), Metropolitan Achievement Test (MAT), Stanford-Binet, and 15 Guttman-sc...
55 Citations Source Cite
Published on Jan 1, 1974in Human Development 1.67
Augusto Blasi1
Estimated H-index: 1
(Boston University),
Emily C. Hoeffel1
Estimated H-index: 1
(Boston University)
The relations between the development of formal operations and the development of the adolescent personality, as hypothesized by Inhelder and Piaget, were analyzed. The concept of possibility and refl
83 Citations Source Cite
Published on Jun 1, 1973in Journal of Youth and Adolescence 3.25
Robert J. Ross2
Estimated H-index: 2
(Mississippi State University)
Sixty-five undergraduates were tested on five formal thinking tasks and the verbal and figural sections of the Torrance Tests of Creative Thinking. The percentage of students operating at the formal level for three of the four ordinally scored formal problems was significantly above the 50% figure usually reported with a more intellectually representative sample of adolescents. It was suggested that the norms developed by Piaget for formal tasks were more suitable for a cognitively superior popu...
20 Citations Source Cite
Published on Jan 1, 1972in Developmental Psychology 2.93
C. Tomlinson-Keasey1
Estimated H-index: 1
(Rutgers University)
72 Citations Source Cite
Published on Jan 1, 1971in Daedalus 1.31
Lawrence Kohlberg45
Estimated H-index: 45
,
Carol Gilligan38
Estimated H-index: 38
128 Citations
Published on Dec 1, 1970in Australian Journal of Psychology 0.93
L. G. Dale1
Estimated H-index: 1
(Australian Council for Educational Research)
Abstract Inhelder and Piaget's first chemical experiment was replicated and the structure of the problem was analysed, using 200 children from 6 to 16 years. When responses to questions were listed and the frequency of each response for each age group was calculated, a significant difference was found between the sexes. Combinatorial thinking was found to develop linearly from 6 to 16 years. The findings revealed many differences from those described by Inhelder and Piaget. These differences hav...
36 Citations Source Cite
Cited By17
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Published on Nov 1, 2004in Science Education 3.04
Erin Stafford1
Estimated H-index: 1
Inhelder and Piaget (1958) studied schoolchildren’s understanding of a simplependulum as a means of investigating the development of the control of variablesscheme and the ceteris paribus principle central to scientific experimentation.The time-consuming nature of the individual interview technique used by Inhelderhas led to the development of a whole range of group test techniques aimed attesting the empirical validity and increasing the practical utility of Piaget’s work.The Rasch measurement ...
6 Citations Source Cite
Published on Jan 1, 1993in Infancia Y Aprendizaje 0.69
Juan Ignacio Pozo Municio25
Estimated H-index: 25
(Autonomous University of Madrid)
ResumenEl presente trabajo analiza las aportaciones recientes de la Psicologia y Didactica de las Ciencias de la Naturaleza a la investigacion del aprendizaje y la ensenanza de las Ciencias. Los puntos de partida y los intereses iniciales de ambas aportaciones son, sin duda, diferentes. Mientras la Psicologia ha estado mas centrada en los procesos generales del pensamiento cientifico, la Didactica ha estudiado sobre todo las «concepciones alternativas» mantenidas por los alumnos en areas especif...
21 Citations Source Cite
Published on Jan 1, 1992
Michèle Houde (Queen's University), Claude Dumas
Dix-sept adolescents en difficultes d’apprentissage et 17 adolescents en classe reguliere ont ete apparies sur la base du QI suite a l’administration d’une epreuve d’intelligence, soit l’Echelle d’intelligence Revisee pour Enfants de Weschler (WISC–R). Par la suite les sujets ont ete evalues a l’aide d’une epreuve de raisonnement logique: The Piagetian Logical Operation Test (PLOT). Ce test comprend cinq epreuves mesurant un scheme operatoire concret et trois schemes operatoires formels. Les res...
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Published on Jan 1, 1992in Infancia Y Aprendizaje 0.69
José A. León13
Estimated H-index: 13
,
María del Puy Pérez Echeverría10
Estimated H-index: 10
+ 3 AuthorsMario Carretero18
Estimated H-index: 18
The aim of this paper is to introduce a very productive line of research on Psychology of Instruction developed at the Autonoma University of Madrid. Time origin of this research work can be found in the pro blems posed by Piaget's theory around the stage of formal operations. The attempt to explain these results lead us to consider fundamental to study the content of tasks with a logical structure and of reasoning in general. This approach to research has been influenced by studies on experts a...
2 Citations Source Cite
Published on Apr 1, 1988in Intelligence 2.79
Tock Keng Lim1
Estimated H-index: 1
(Singapore Ministry of Education)
Abstract A hierarchical factor structure was found underlying two group intelligence tests, Heim's AH 4 Test of General Intelligence and Raven's Advanced Progressive Matrices, and two group Piagetian formal operations tests, Shayer's Science Reasoning Tasks and Arlin's Test of Formal Reasoning. These four tests,were administered to a stratified random sample of 459 15-year-olds in Singapore. Factor analysis conducted on the 23 subtest scores of the four tests revealed four oblique first-order fa...
14 Citations Source Cite
Published on Mar 1, 1988in Developmental Review 4.78
James P. Byrnes29
Estimated H-index: 29
(University of Michigan)
In the present paper it is argued that the original model of formal operations failed to make a clear distinction between the organization of knowledge and the ability to solve tasks. Additionally, too much emphasis was placed on the scientific reasoning aspect of formal operations in previous accounts. The present paper proceeds by first describing a recasted model of formal operations which retains only its essential, nondeletable aspects. Relevant empirical literature is reviewed within the p...
29 Citations Source Cite
Published on Oct 1, 1985in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Arizona State University)
A central purpose of education is to improve students' reasoning abilities. The present review examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Should a central objective of schools be to help students become formal thinkers? To answer this question research has focused on the following subordinate questions: (1) What role does biological maturation play in ...
174 Citations Source Cite
Published on May 1, 1985in Educational Studies in Mathematics 1.10
Francoise Tourniaire3
Estimated H-index: 3
(University of California, Berkeley),
Steven Pulos11
Estimated H-index: 11
(University of California, Berkeley)
This paper presents a review of the research on proportional reasoning. Methodologies used in proportional reasoning studies are presented first. The discussion is then organized around the following topics: strategies use to solve proportion problems, including erroneous strategies; factors that influence performance on proportion problems, both task-related and subject-related; training studies. The discussion is accompanied by suggestions for educational and research applications.
193 Citations Source Cite
Published on Jun 1, 1984in Child Development 3.78
Anita M. Meehan3
Estimated H-index: 3
MEEHAN, ANITA M. A Meta-Analysis of Sex Differences in Formal Operational Thought. CHILD DEVELOPMENT, 1984, 55, 1110-1124. Findings of studies of sex differences on formal operational tasks were examined using meta-analysis techniques. The results demonstrated that males exhibit a better formal operational performance than females on propositional logic tasks, combinatorial reasoning tasks, and proportional reasoning tasks. Analyses of effect size suggest that the difference was small for each t...
41 Citations Source Cite
Published on Dec 1, 1982in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Arizona State University)
Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important ad...
69 Citations Source Cite