scholarly journals Parents’ mediation of formal thinking: A try of operationalization

Psihologija ◽  
2006 ◽  
Vol 39 (3) ◽  
pp. 313-326 ◽  
Author(s):  
Ivana Stepanovic
Keyword(s):  
Cognitive Development ◽  
Theoretical Background ◽  
Specific Goal ◽  
Everyday Communication ◽  
Formal Operations

One possible way of examining parents? mediation of formal thinking has been presented. The specific goal was to construct a scale which represents specific means of parents? mediation that appear in their everyday communication with children. Piaget?s theory i.e. main characteristics of formal operations and concepts from Vygotsky?s paradigm, especially mediation means concept, served as theoretical background for scale constructing. The similarities between final stages of cognitive development within these two approaches have been analyzed. The research was conducted in which Crombach?s alpha was examined as an indicator of scale quality as well as correlation between children?s answers on the scale and their achievement on formal operations test. The most relevant aspects of parents? mediation were extracted and analyzed.

scholarly journals Cognitive Development, Integrative Complexity, and Logical Consistency of Personal Constructs

1988 ◽  
Vol 2 (1) ◽  
pp. 7-12 ◽  
Author(s):  
William V. Chambers ◽  
Lisa Parsley
Keyword(s):  
Cognitive Development ◽  
Integrative Complexity ◽  
Personal Constructs ◽  
Logical Consistency ◽  
Formal Operations

The integrative complexity and logical consistency of personal constructs were examined in groups of children with mean ages of 8.5, 13.1, and 16.1 years. Consistent with Piaget's theory, the 13- and 16-year-olds were similar and demonstrated greater integrative complexity and logical consistency than the 8-year-olds did. Our results support the predicted relationships among formal operations, integrative complexity, and logical consistency.

Precocious Cognitive Development at the Level of Formal Operations

1975 ◽  
Vol 46 (1) ◽  
pp. 276 ◽  
Author(s):  
Daniel P. Keating
Keyword(s):  
Cognitive Development ◽  
Formal Operations

scholarly journals Asymmetrical peer interaction as a factor of formal operations development in more competent students

Psihologija ◽  
2015 ◽  
Vol 48 (2) ◽  
pp. 149-163
Author(s):  
Ivana Stepanovic-Ilic
Keyword(s):  
Cognitive Development ◽  
Peer Interaction ◽  
Research Findings ◽  
Practical Implications ◽  
Formal Operations

This paper deals with the role of asymmetrical peer interaction in the development of formal operational thinking. The relevance of the research lies in the fact that influence of peers? interaction is rarely examined in the context of the development of formal operations and in the fact that effects of asymmetrical interaction are more investigated regarding the less competent participants. The results show no influence of the interaction on the development of formal operations in more competent children. This is in accordance with some research findings. However, there are some more competent students who significantly progressed and others who considerably regressed after the interaction. That deserves attention and suggests that next important step is analysis of peers? dialogues. Such examination could reveal interaction attributes that can influence cognitive development which has theoretical relevance, but also practical implications in the classroom.

Advanced Social Role-Taking and Cognitive Development in Gifted Adults

1980 ◽  
Vol 11 (3) ◽  
pp. 177-192 ◽  
Author(s):  
Philip M. Powell
Keyword(s):  
Cognitive Development ◽  
Middle Class ◽  
Category Theory ◽  
Social Role ◽  
Interactive Effect ◽  
Role Taking ◽  
Men And Women ◽  
Gifted Adults ◽  
Operational Development ◽  
Formal Operations

Examined the possible parallelism between social role-taking and cognition in forty-four gifted adults. The men and women, aged twenty-one to fifty-five were white and middle class. They were administered measures of advanced role-taking levels formulated for this study and measures of formal operations and of post-formal operational development based on category theory. The three hypotheses were: (1) role-taking levels termed “interactive effect” and “interactive empathy” would form an invariant sequence; (2) measures of formal operations and of post-formal operational levels would form an invariant sequence; and (3) the formal operations and post-formal operational levels would provide the necessary cognitive prerequisites for role-taking levels of interactive effect and interactive empathy, respectively. The findings supported all three hypotheses. Age was correlated significantly with role-taking behavior. In the discussion, category theory was suggested as one way to define post-formal operational thinking.

The relation between formal operations and a possible fifth stage of cognitive development.

1977 ◽  
Vol 13 (5) ◽  
pp. 517-518 ◽  
Author(s):  
Dennis A. Cropper ◽  
Donald S. Meck ◽  
Michael J. Ash
Keyword(s):  
Cognitive Development ◽  
Formal Operations

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

The Historical Development of Burden of Treatment Compliance

2014 ◽  
Vol 19 (5) ◽  
pp. 13-15
Author(s):  
Stephen L. Demeter
Keyword(s):  
Internal Medicine ◽  
Treatment Compliance ◽  
World Health ◽  
International Classification Of Functioning ◽  
Sixth Edition ◽  
Burden Of Treatment ◽  
Specific Goal ◽  
Surrogate Measure ◽  
Health Organization

Abstract A long-standing criticism of the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides) has been the inequity between the internal medicine ratings and the orthopedic ratings; in the comparison, internal medicine ratings appear inflated. A specific goal of the AMA Guides, Sixth Edition, was to diminish, where possible, those disparities. This led to the use of the International Classification of Functioning, Disability, and Health from the World Health Organization in the AMA Guides, Sixth Edition, including the addition of the burden of treatment compliance (BOTC). The BOTC originally was intended to allow rating internal medicine conditions using the types and numbers of medications as a surrogate measure of the severity of a condition when other, more traditional methods, did not exist or were insufficient. Internal medicine relies on step-wise escalation of treatment, and BOTC usefully provides an estimate of impairment based on the need to be compliant with treatment. Simplistically, the need to take more medications may indicate a greater impairment burden. BOTC is introduced in the first chapter of the AMA Guides, Sixth Edition, which clarifies that “BOTC refers to the impairment that results from adhering to a complex regimen of medications, testing, and/or procedures to achieve an objective, measurable, clinical improvement that would not occur, or potentially could be reversed, in the absence of compliance.

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