Magali Bovet

Mental imagery in the child : a study of the development of imaginal representation

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L'APPRENTISSAGE DE LA QUANTIFICATION DE L'INCLUSION ET LA THEORIE OPERATOIRE

G. A. Kohnstamm a public 2 un article dans lequel il expose des resultats nouveaux concernam l’apprentissage de structures logiques. Son article et les experiences qu’il a effectukes se referent B une publica%r~ #de A. Morf sur le meme sujct a+ Notre intention dans le present article est de rkpondre aux critiques particuGres formulees par 6. A. ‘Kohnstamm et aux objections que les resultats qu’il obtient lui suggerent. En e&t, 6. A. Kohnstamm propose d’une part que ceux-ci mettent en cawe les faits specifiques rccueillis par A. Morf, r-t par ailleurs qu’ils rendenl: contestables certains concepts de la thiorie du developpement intellectuel de Piatget. Enfin, il prikente des objections discutables h l’approche > en ce qui concerne les problemes d’a apprentissagt: 22. Pour abreger notre expose, nous nous permcttrons de renvoyer lc lccteus aux travaux originaux et supposerons qu’il s’y referera de luimknc pour les details experimentaux ou pour leur discussion. Les arguments souleves par G. A. Kohnstamm concernent les trois points suivants, en ses propres termcs : (p. 327)

Conservations and Décalage

Several experiments with 8- to 9-year-old children are reported to demonstrate that the decalage observed between success in problems of conservation of weight, volume and density i

L'apprentissage de la quantification de l'inclusion et la theorie operatoire: Partie II: Quelques resultats experimentaux nouveaux

Summary This paper presents experimental data related to problems that have been discussed in Acta Psychologica 1966 vol. 25, concerning Piagets concept of operational development and learning processes. One study refers to the problem of analysing the structure of experimental situations that are specific to the investigation of “operational” processes. Some results related to the discussion about criteria necessary to evaluate the “operative” nature of a given concept illustrate the criticisms objected to G.A. Kohnstamms learning experiment.

Early conservation: what does it mean?

Abstract A number of researchers have stated, with evidence from research, that conservation is possible at earlier ages than believed by Piaget and his collaborators. We conducted four experiments replicating one of these studies (Light, Buckingham, & Robbins, 1979) with certain additions and variations, such as the request for children to justify their judgments. It was found that when a conservation-of-numbers task was given, as described by Light et al., findings were similar. Correct answers were indeed obtained at younger ages. When the children were asked to justify their answers, however, they changed their judgments from correct answers to nonconservation judgments.