The classification of children's knowledge: Development on the balance-scale and inclined-plane tasks

Abstract

R. S. Siegler (1981, Monographs of the Society for Research in Child Development, 46 C2, Serial No. 189) has shown that performance on several Piagetian tasks is governed by similar rule structures. The purpose of the first study was to extend his analysis to the inclined-plane task, replicate his original observations about development on the balance-scale task, and determine the consistency in children's rule usage across tasks. We found that Siegler's (1981) binary decision representations adequately characterized development on these tasks, and there was fair correspondence of rule classifications across tasks. An alternative classification procedure, used to diagnose the rules of children who failed our original classification criteria, showed that most of these children's performance patterns were very similar to Siegler's rule patterns. In the second experiment, we improved the diagnosticity of our rule-assessment protocol in light of F. Wilkening and N. H. Anderson's (1982, Psychological Bulletin, 92, 215–237) criticisms, and observed that many Rule III children's predictions were associated with those of integration rules on both tasks. Despite these methodological improvements, many children, especially 5- to 7-year-olds, evidenced use of centration and lexicographic strategies, suggesting that these classifications are not simply an artifact of problem sampling. Some of the problems associated with the classification of children's knowledge are discussed.