The Differential Effects of Age and First Grade Schooling on the Development of Infralogical and Logico-Mathematical Concrete Operations

Autor/inn/en	Cahan, Sorel; Greenbaum, Charles; Artman, Lavee; Deluya, Nilly; Gappel-Gilon, Yael
Titel	The Differential Effects of Age and First Grade Schooling on the Development of Infralogical and Logico-Mathematical Concrete Operations
Quelle	In: Cognitive Development, 23 (2008) 2, S.258-277 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2008.01.004
Schlagwörter	Age; Grade 2; Grade 1; Foreign Countries; Arithmetic; Mathematical Logic; Mathematical Concepts; Classification; Outcomes of Education; Mathematics Achievement; Prediction; Comparative Analysis; Israel + Suchen Sie Ihr Suchwort? Alter; Lebensalter; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematical logics; Mathematische Logik; Classification system; Klassifikation; Klassifikationssystem; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage
Abstract	Using the ''between-grade levels'' regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the development of logico-mathematical operational skills (classification, class inclusion and transitivity) is mainly attributable to schooling. In contrast, the effect of schooling on the development of conservation of mass, liquid quantity and number (clearly an infralogical task) is negligible; acquisition of conservation is almost exclusively due to maturation and out-of-school experiences. The results support the theoretical predictions derived from French-Swiss research of the last two decades and are inconsistent with claims regarding the specificity of schooling effects to tasks that are taught in school. (Contains 6 tables and 4 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10