Abstract
Applied a method of generating task hierarchies (ordering theory) to 7 Piagetian tasks. 30 high school freshmen were individually administered 3 concrete operational and 4 formal operational tasks. Analysis of the response patterns on the dichotomously scored tasks revealed the following findings: (a) the Piagetian theory that success on concrete operational tasks is a necessary prerequisite to success on formal operational tasks was confirmed and (b) the 7 tasks were closely interrelated with an array of prerequisite relations more complex than a simple linear hierarchy. The methodology utilized appears to have value for defining nonlinear lines of implication among behavioral science phenomena. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Original language | English (US) |
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Pages (from-to) | 277-284 |
Number of pages | 8 |
Journal | Journal of Educational Psychology |
Volume | 66 |
Issue number | 2 |
DOIs | |
State | Published - Apr 1974 |
Keywords
- ordering-theoretic method, ordering Piagetian tasks, high school freshmen