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The materials used consisted of standard wide-mouth beakers and taller and narrower graduated glass containers filled with various quantities of colored liquid. The liquid used was ordinary tap water containing blue food dye. The wide-mouth beakers had a maximum volume approximately three times that of the maximum volume of the taller glass containers. The height of the wide-mouth beakers was 5.5 inches and the height of the taller glass containers was 13 inches. The diameter of the wide-mouth beakers was 3 inches; the diameter of the taller glass containers was 1 inch.
Before conducting a demonstration using the liquid, the experimenter engaged the subject in sufficient conversation to establish a rapport. The experimenter then asked the subject to look at the empty containers and hypothesize which container would likely hold more fluid,...
Subjects who indicated an awareness of the conservation at this stage were interviewed and asked to explain their answer. If they indicated their understanding that volume is a function of overall dimension and not merely of the height of containers, they were recorded as having acquired conservation appreciation.
Subjects who answered incorrectly, who expressed confusion, or who could not satisfactorily explain the correct answer were then asked to watch the experimenter fill the taller container to the top. They were asked again which container likely held more liquid. The experimenter then demonstrated that the wider containers held all of the liquid poured from the taller container and engaged the children in discussion about their observations. Their responses were used by the experimenter to determine whether they…
Piaget suggested that one way to reconcile these two approaches would be to adopt a method clinique, whereby a traditional intelligence test could serve as the basis for a clinical interview (Indiana.edu. 2006). Piaget's work has influenced other educators and philosophers who share the same respect for children. Examples are John Dewey, Maria Montessori and Paulo Freire, who have fought harder for immediate change in schools. Additionally, Piaget has
E. between ages of 6 and 9 years of age). The fact that conservation was observed at higher rates among males, that non-conservation was observed at higher rates among females, and that transitional rates were roughly equal suggests that males achieve conservation earlier than females in general. Implications The implications of this research are that the most relevant age range for pinpointing the most common age of achievement of conservation is between
theorist discussing the cognitive development throughout the lifespan is Jean Piaget. The cognitive development of children is of interest to this writer as a budding pediatric psychologist. Piaget's model, while criticized, has stood the test of time and remains the basic model of cognitive development presented in developmental psychology textbooks as well as a being a general framework for research and theory development in the field (Egan, 2012). Piaget's
39). However, because of translating different cultural concepts, cross-cultural studies such as those of the Baka can prove problematic: "How can one know whether similar behaviors have similar meaning across cultures capacity," when designing experiments? (Gauvain 1998, p.40). It is particularly difficult to elicit responses regarding what a subject things 'another' feels. Thus cross-cultural definitions of a theory of mind are difficult to determine, given that the child's experience is
Developmental Psychology and Theories Developmental Psychologist and Theories Piaget's cognitive theory of development Jean Piaget developed the theory of cognitive development, which suggests there are four key stages through which children advance as their minds develop. The theory focuses largely on an understanding of the nature of knowledge and intelligence, and how they acquire and use it. Piaget lays the claim that cognitive development is key to human development and that language skills
Scientific inquiry is encouraged, too. "Children are actively involved in formulating hypotheses, designing experiments, collecting and organizing data and drawing their own conclusions." Even though children at the pre-operational stage are egocentric and view the world as if it were solely their own, they still probe for answers and explanations about what they smell, hear, taste, touch, and see. Scientific activities also allow the children to witness cause and effect