Pattern Generalization Strategy From Concrete Operational Students

A study was conducted to examine the role of concrete and formal operations in a young and old population. In addition, the present study explored the relation between operational thought and Cattell's concept of fluid and crystallized intelligence, as well as the role of differential living arrangements in maintaining operational thought. Eighty females from three age groups (18–20 years, 60–70 years and 70–80 years of age) were tested on a series of Piagetian tasks and indices of fluid and crystallized intelligence. The findings supported the notion that age-related performance differences occur in the area of formal operational thought prior to the time they occur in concrete operational thought. Except for the young sample, the operational tasks were found to be unrelated to fluid intelligence at the age levels represented in this study. Living independently as opposed to living in an old age home did not appear to be a significant factor in maintaining operational thought. Discussion focused on the necessity of identifying those factors which influence the developmental course of formal operational thought across the life span.

Download Full-text

Symmetrical social relation as a factor in conservation tasks

Psihologija ◽

10.2298/psi0304471k ◽

2003 ◽

Vol 36 (4) ◽

pp. 471-485 ◽

Cited By ~ 3

Author(s):

Ksenija Krstic ◽

Aleksandar Baucal

Keyword(s):

Social Factors ◽

Cognitive Abilities ◽

Task Difficulty ◽

Social Relation ◽

Social Factor ◽

Power Relation ◽

Asymmetrical Power ◽

Concrete Operational ◽

Material Length

According to Siegal?s hypothesis, despite having concrete operational abilities some children are not successful in conservation tasks. Social factors, such as repetition of question asked by an adult experimenter alter the manifestation of existing cognitive abilities. This study varied the following aspects of conservation tasks: symmetrical vs. asymmetrical power relation. The children in the study were asked to solve three different conservation tasks (quantity of continued material, length, and number). Each task was repeated twice; once with an adult experimenter and once with a child experimenter. Results show that children?s responses were affected by social factors only in a certain tasks. In other tasks children?s responses remained unaffected in both situations. This suggests that there exists an interaction between the experimenter and the task, and that the affect of social factor is mediated by a particular characteristic of the task. Results indicate that the modifying factor is the task difficulty.

Download Full-text

KETERAMPILAN SOSIAL ANAK USIA 5-6 TAHUN DI KELOMPOK B TK AISYIYAH 2

JURNAL PAUD AGAPEDIA ◽

10.17509/jpa.v3i1.26671 ◽

2020 ◽

Vol 3 (1) ◽

pp. 89-100

Author(s):

Santi Susanti ◽

Sumardi Sumardi ◽

Akhmad Nugraha

Keyword(s):

Social Skills ◽

Interpersonal Relationships ◽

Case Study Research ◽

Social Ability ◽

The People ◽

The Social ◽

Concrete Operational ◽

Group B ◽

Interest And Motivation

ABSTRACTSocial skills of children aged 5-6 years is part of the maturation of social development of children in the transition from pre operational entering a concrete operational period. The ability of children aged 5-6 years in social skills can be seen from the behaviors that can be achieved in the child's ability to build interpersonal relationships and intrapersonal relationships. This research was conducted in kindergarden which aims to describe social ability of children aged 5-6 years and look for factors that affect the social skill ability of children. Subjects in this study were one of B Group students who had low social skills. This research uses qualitative approach with case study research method. Data collection techniques used in this study are observation, interview and documentation. Instruments in this research use obsevation sheet and interview sheet. From the data collected and then processed to be used as a whole data. Based on the results of research that has been done in Group B Kindergarden related social skills of children aged 5-6 years, this study can be concluded as follows: social skills of children aged 5-6 years in group B TK Aisyiyah 2 Kota Tasikmalaya reach BG criteria ( Beginning to Grow) with the underlying cause of the lack of opportunities to get along with the people around him with different ages and backgrounds, lack of interest and motivation for children, lack of guidance and teaching from others, which is usually a model for children and lack of ability communicate well to the child. ABSTRAKKeterampilan sosial anak usia 5-6 tahun merupakan bagian dari pematangan perkembangan sosial anak dimasa peralihan dari pra operasional memasuki masa operasional konkrit. Kemampuan anak usia 5-6 tahun dalam keterampilan sosial dapat dilihat dari perilaku-perilaku yang dapat dicapai anak dalam kemampuan anak menjalin hubungan interpersonal dan hubungan intrapersonal. Penelitian ini dilakukan di Taman Kanak-Kanak yang bertujuan untuk mendeskripsikan kemampuan sosial anak usia 5-6 tahun dan mencari faktor yang mempengaruhi kemampuan keterampilan sosial anak. Subjek dalam penelitian ini adalah salah satu siswa Kelompok B yang memiliki keterampilan sosial rendah. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian studi kasus. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara dan dokumentasi. Instrumen dalam penelitian ini menggunakan lembar obsevasi dan lembar wawancara. Dari data yang yang terkumpul kemudian diolah untuk dijadikan data yang utuh. Berdasarkan hasil penelitian yang telah dilakukan terkait keterampilan sosial anak usia 5-6 tahun, maka penelitian ini dapat disimpulkan sebagai berikut: keterampilan sosial anak usia 5-6 tahun di kelompok B Taman Kanak-kanak mencapai kriteria MB (Mulai Berkembang) dengan faktor penyebab kurangnya kurangnya kesempatan untuk bergaul dengan orang-orang yang ada disekitarnya dengan berbagai usia dan latar belakang, kurangnya minat dan motivasi anak untuk bergaul, kurangnya bimbingan dan pengajaran dari orang lain, yang biasanya menjadi model untuk anak dan kurangnya kemampuan berkomunikasi yang baik yang dimiliki oleh anak.

Download Full-text

Analisis Perkembangan Kognitif Anak Usia Dasar dan Implikasinya dalam Kegiatan Belajar Mengajar

LITERASI (Jurnal Ilmu Pendidikan) ◽

10.21927/literasi.2018.9(1).37-50 ◽

2018 ◽

Vol 9 (1) ◽

pp. 37 ◽

Cited By ~ 1

Author(s):

Dian Andesta Bujuri

Keyword(s):

Cognitive Development ◽

Cognitive Ability ◽

Teaching And Learning ◽

Effective Learning ◽

Strategy Model ◽

Comprehensive Development ◽

Operational Phase ◽

Concrete Operational ◽

Two Phases ◽

High Level

The human as human being should experience the development every time, including on the basic age of child (7-13 years old). One of important aspects of human development is cognitive aspect. Cognitive development is an comprehensive development relating with thinking ability, such as the ability of thingking, reasoning, expressing idea, imagination and creativity. According to Piaget’s theory, the cognitive development of basic age child consists of two phases: the first is concrete operational phase (7-11 years old) that is a phase where the child has been able to function his/her mind to think logical, rational and objective, but it is just limited on the object concrete. The second is formal operational phase (11-12 more years old) that is a phase where the child has used his/her mind to think a matter which will be or ought to be happening (hyphotheses) and a abstract matter. In spite of the same phase, cognitive development of child has difference in every age level that it is very significant to be known especially in education scope in teaching and learning process. Referred to new version of Talksonomi Bloom Theory, the child who is 7 years old has been at C1, C2 and C3 level but it is still limited, age 8 years is C2 and C3 level; age 9 years is C3 level which is high level; age 10 years is C3, C4 and C5 level which is limited, age 11 years is C4, C5 and C5 level; and 12 years more is C6 level which is better. The significance of comprehension about the cognitive ability level of child becomes reference to choose material lesson, to determine strategy, model and learning method. The purpose is to able to create effective learning and to be able to comprehend the material maximally which it is hopefully compatible with the belonging of child’s cognitive ability. Keyword : Cognitive Development, Basic Age Child, Teaching and Learning

Download Full-text

Analysis of Social Studies Material in Primary School Curriculum

The International Journal of Social Sciences and Humanities Invention ◽

10.18535/ijsshi/v5i4.05 ◽

2018 ◽

Vol 5 (4) ◽

pp. 4573-4576

Author(s):

Asnawi . ◽

Bunga Mulyahati ◽

Ronald Fransyaigu

Keyword(s):

Social Studies ◽

Primary School ◽

Fourth Grade ◽

School Curriculum ◽

The Social ◽

Primary School Curriculum ◽

Concrete Operational ◽

School Selection ◽

Thematic Learning ◽

Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

Download Full-text

Conservation or conversation: A test of the repeated question hypothesis

Psihologija ◽

10.2298/psi0603257b ◽

2006 ◽

Vol 39 (3) ◽

pp. 257-275 ◽

Cited By ~ 2

Author(s):

Aleksandar Baucal ◽

Ivana Stepanovic

Keyword(s):

Cognitive Development ◽

Direct Test ◽

Wrong Answer ◽

Conservation Task ◽

Standard Task ◽

Concrete Operational

The main goal of the paper is to reanalyze the results of previous studies on the repeated question effect in the conservation task, and to create a more direct test of the repeated question (RQ) hypothesis (repeating of question in the conservation task may mislead concrete-operational children to give the wrong answer since they interpret the repeating as an implicit sign that their first answer is wrong). Reanalysis of previous studies shows that some original conclusions need to be modified, and that a more direct test of the RQ hypothesis is needed. Each participant (N=58, mean age 7;10) was tested by two tasks (conservation of liquid), a standard and modified version. In the modified task, liquid was poured into the same glass, so that the child?s answer was not under influence of his or her level of cognitive development, but only by the repeated question (child who was misled by the RQ would give a wrong answer). According to the RQ hypothesis, children who change their answer on the modified task also need to change their answer on the standard task. Moreover, children who resist the RQ on the standard task do not need to change their answer on the modified task. Results show a different pattern than expected by the RQ hypothesis.

Download Full-text