Logical Thinking in Children; Research Based on Piaget's Theory.

Sonst. Personen	Sigel, Irving E. (Hrsg.); Hooper, Frank H. (Hrsg.)
Titel	Logical Thinking in Children; Research Based on Piaget's Theory.
Quelle	(1968), (541 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Children; Cognitive Development; Cognitive Processes; Comprehension; Conservation (Concept); Evaluation; Exceptional Child Research; Geometric Concepts; Intellectual Development; Learning; Learning Theories; Logical Thinking; Mathematical Logic; Perception; Predictive Validity; Research Reviews (Publications) + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Child; Kind; Kinder; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Konservierung; Evaluierung; Elementare Geometrie; Mental development; Geistige Entwicklung; Lernen; Learning theory; Lerntheorie; Mathematical logics; Mathematische Logik; Wahrnehmung
Abstract	Theoretical and empirical research derived from Piagetian theory is collected on the intellectual development of the elementary school child and his acquisition and utilization of conservation concepts. The articles present diversity of method and motive in the results of replication (validation studies of the description of cognitive growth) and efforts at modifying the course of growth as charted by Piaget. Research is included on quantity conservation concepts at different ages and with situational generality, the development of number concepts (including a scalogram analysis and a comparison of the logic of classes and cardinal numbers), the development of spatial and geometric concepts (also examined by nonverbal methods), and the growth of logical operations (including a scalogram study). Additional areas treated are the acquisition of conservation of substance and weight, quantity, number, learning and operational convergence in logical thought development, effects of verbal and perceptual training on water level representation, and Piagetian research and education. Conservation is discussed theoretically as a source of empirical research, by a stimulus-response analysis, by problems from perception to inference, and on methodological and definitional considerations. (SN)
Anmerkungen	Holt, Rinehart and Winston, Inc., 383 Madison Avenue, New York, New York 10017 ($7.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC