Thesis (Ph.D.)--Boston University. / This thesis examined the relationship between thinking dominated by perception and thinking guided by logic. It was suggested by Piaget's theory of cognitive development which defines modes of thinking in terms of logical forms as models of operation of the mind. Thus thinking unfolds in several stages, each characterized by a precursor of logic. Within this theoretical framework, the present study focussed on the supremacy of misleading perception at the onset of the concrete operational stage. The relationship was examined in a situation of incompatibility between perception and logic [TRUNCATED]

Issued also as thesis, Fribourg. / Bibliography: p. 190-193.

No description available.

The concept of decentering originated with Piaget, who defined decentering as a feature of operational thought, the ability to conceptualize multiple perspectives simultaneously. Feffer applied Piaget’s concept of decentering to the cognitive maturity of social content. This study used Feffer’s Interpersonal Decentering scoring system for stories told about TAT pictures to investigate the developmental hierarchy of decentering for children and adolescents. The participants originated from the Berkeley Guidance Study, a longitudinal sample of more than 200 individuals followed for more than 60 years by the Institute of Human Development at the University of California, Berkeley. The hypotheses tested were: (1) chronological age will be positively related to Decentering as reflected in Feffer’s Interpersonal Decentering scores obtained annually between ages 10 and 13 and at 18; (2) children born into higher class homes would have higher Age 12 Decentering scores; (3) children born later in birth order will have higher Age 12 Decentering scores; (4) children whose parents were observed to have closer bonds with their children at age 21 months will have higher Age 12 Decentering scores; (5) adolescents with higher scores from the Decentering Q-sort Scale (derived from adolescent Q-sorts) will have higher Age 12 Decentering scores; and (6) participants who have higher Age 12 Decentering scores will self-report higher CPI Empathy scale scores at Age 30. A repeated measures ANOVA tested Hypothesis 1. Pearson product-moment correlation coefficients tested Hypotheses 2-6. Age and Decentering scores were unrelated, as was birth order; social class findings were mixed. Parents’ bonds with child and Age 12 Decentering were negatively correlated (closer bonds predicted higher Decentering), as were Age 12 Decentering and Age 30 Empathy (higher early Decentering predicted lower adulthood Empathy). Girls (age 12) tended to decenter more consistently and had higher Decentering scores than boys.

No description available.

No description available.

Redan i spädbarnsålder använder sig barnet av symboler i leken, det vill säga symbollek. Samtidigt som sensomotoriken hos det lilla barnet utvecklas så börjar barnet ge ifrån sig ljud, joller, som sedan blir mer och mer likt den vuxne människans tal. Utifrån uppgifter grundat på Piagets kognitiva utvecklingsteori undersöktes tre komponenter; symbollek, sensomotorik samt joller. Deltagarna var två spädbarn i åldrarna 10 respektive 14 månader, en pojke och en flicka. Syftet med denna studie var att göra en beskrivning av dessa två spädbarn där symbolleken, sensomotoriken och jollret var i fokus. Metoden gick ut på att göra en filminspelning per barn där barnen fick utföra uppgifter som prövar kognitiva operationer som utvecklas under spädbarnsåren. Därefter transkriberades det inspelade materialet. Analysen av interaktion i leken genomfördes genom djupanalys med inspiration av Communication Codes Scheme, analysen av de kognitiva operationerna gjordes utifrån Piagets utvecklingsteori och jolleranalysen utifrån Ollers jollerstadier. Studiens resultat visar att det finns skillnader utvecklingsmässigt mellan ett barn i 10 månaders ålder och ett barn i 14 månaders ålder inom samtliga områden, vilket även litteraturen stödjer.

Thesis (B.A. Hons. 1976) from the Department of Psychology, University of Adelaide.

Thesis--University of Illinois.

Diss. : Philosophische Fakultät : München : 1981. - Bibliogr. p. 150-153. -