An information processing analysis of some piagetian experimental tasks

Abstract

One of the fundamental problems in the study of cognitive development is the determination of the developmental relationship between particular cognitive skills. An indication of its complexity is provided by the research literature centered on Piaget's concept of a “stage” in intellectual development. The first steps in an attempt to tackle this issue from a new methodological orientation based upon an information processing analysis are presented. A simple model of the problem-solving processes which appear to underlie successful performance on a range of experimental tasks testing concrete operations is described. It is analogous to a computer assembly system, with the major processes consisting of encoding of external stimuli, assembly of a task-specific routine from a repertoire of fundamental processes, and execution of the task-specific routines. The postulated fundamental processes are described in detail, and task-specific routines sufficient to perform successfully are described in terms of the fundamental processes. It is argued that since the complex task-specific routines consist of components that contain motivational and attentional mechanisms, no simple ordering of concrete operational tasks can be expected. Some new directions for experimental work are suggested.