A TWO STAGE THEORY OF COGNITIVE DEVELOPMENT

Author(s):  
Tracy S. Kendler
1975 ◽  
Vol 45 (4) ◽  
pp. 475-506 ◽  
Author(s):  
Patricia Teague Ashton

Over the last twenty-five years children around the world have observed and responded to researchers who pour water from beaker to beaker, roll plasticene into snake-like figures, and arrange matchsticks into a potpourri of shapes. These cross-cultural experiments have been undertaken to test Piaget's theory of genetic epistemology, which posits a hierarchical, universal, and invariant sequence of stages of cognitive development. Piagetian research in varying cultures has revealed both striking similarities and marked differences in performance on cognitive tasks, some in apparent conflict with the basic assumptions of Piagetian stage theory. In this article Professor Ashton reviews a range of cross-cultural Piagetian research, analyzes the sometimes divergent findings from this research, and suggests methodological improvements which may help to resolve past dilemmas and to further future understanding of cognitive growth in different cultures.


2013 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Ega Gradini

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.


2010 ◽  
Vol 34 (2) ◽  
pp. 327-349 ◽  
Author(s):  
Lourens de Vries

The Dumut languages Mandobo, South Wambon and North Wambon are a subgroup of the Awyu-Dumut family. They form a dialect chain that represents stages of the development from clause conjoining with independent verb forms to clause chaining with dependent verb forms that express switch-reference. South Wambon represents the first stage in which there is coordination reduction of tense and subject person-number suffixes in thematic continuity conditions. This process created three verb types: fully finite verbs; semi-finite verbs and non-finite verbs. Coordination reduction leaves the coordinating conjunctions intact and this explains the presence of coordinators with all verb types, including dependent verbs. Coordination reduction creates verb forms that signal subject continuity but it does not create subject discontinuity forms and there is no switch-reference in South Wambon. However, the introduction of dependent subject continuity forms gives South Wambon speakers a choice in subject continuity conditions between dependent forms and independent verb forms. Since speakers prefer dependent forms under these conditions, a frequency pattern emerges that associates independent forms with subject discontinuity conditions and that sets the stage for the development of medial verb forms and switch-reference. North Wambon and Mandobo represent the second stage in which subject discontinuity forms develop. North Wambon transforms conjoined semi-finite independent verbs into two types of special medial verb forms that express switch-reference. In Mandobo any medially occurring independent verb form is reinterpreted as a Different Subject form. The two-stage hypothesis revives the coordination reduction theory of Haiman (1983a) as an explanation for the origin of (certain) switch-reference systems by viewing coordination reduction as an explanation of SS forms only. In this way, the two-stage theory overcomes the problems of limited applicability that Roberts (1997: 190) noted for the original theory of Haiman (1983a).


2001 ◽  
Vol 897 (1-2) ◽  
pp. 150-156 ◽  
Author(s):  
Matti Mintz ◽  
Yephat Wang-Ninio
Keyword(s):  

Author(s):  
Dana El Kurd

What is the effect of authoritarianism on polarization within society, and how does such polarization affect collective action? The argument of the chapter is that authoritarianism generates rising polarization, which in turn inhibits collective action—particularly against the regime. Specifically, the type of authoritarian strategy matters; exclusionary strategies such as repression generate higher levels of grievance and insularity, making it more difficult for groups to coordinate, than inclusionary strategies such as cooptation. The chapter presents a two-stage theory: arguing, firstly, that particular forms of authoritarianism generate polarization, and, secondly, that polarization subsequently affects social cohesion, and capacity for collective action. Results confirm the theory that authoritarianism, in particular forms, exacerbates polarization within society. This polarization in turn affects the ability and willingness of different segments to coordinate on a common task. In particular, exclusionary strategies such as repression generate greater levels of polarization than inclusionary strategies such as cooptation. Moreover, the qualitative evidence shows that Islamists in the West Bank, the most repressed group, are much more insular and less willing to cooperate with others.


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