Abstract
Thirty-four kindergarten through second-grade children were administered classification, conservation of number, and seriation tasks. The tasks assessing these areas were administered in counterbalanced order using the nonverbal procedures developed by Lancy and Goldstein and procedures outlined by Piaget. The purpose of the investigation was to ascertain whether the Lancy and Goldstein approach and materials are veridical measures of Piagetian cognitive development. The areas selected for comparison were those that Piaget and his colleagues have thoroughly analyzed and to which strict Piagetian criteria could be applied. The results indicate that the nonverbal tasks do not effectively measure concrete operational thought as described by Piaget. They do, however, provide an approach for analysis of children's problem-solving strategy and hypothesis development that can be useful in studies of cognitive processes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
