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ERIC Number: EJ794668
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0885-2014
The Differential Effects of Age and First Grade Schooling on the Development of Infralogical and Logico-Mathematical Concrete Operations
Cahan, Sorel; Greenbaum, Charles; Artman, Lavee; Deluya, Nilly; Gappel-Gilon, Yael
Cognitive Development, v23 n2 p258-277 Apr-Jun 2008
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.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel