Stages Of Intellectual Development Research Articles

English

BACKGROUND Paediatric dentists are expected to recognize and effectively treat childhood dental diseases which can be cumbersome owing to the child’s inert anxiety and fear. Behaviour management techniques facilitate communication and establish social and behavioural guidelines for the dental environment. On what basis do paediatric dentists decide the appropriate management techniques for a child? This requires an understanding of children’s expected behaviour at different stages of intellectual development. Jean Piaget theorized cognitive development through four stages. According to him, children’s knowledge about reality is acquired by touching and observing, balanced by an interplay between assimilation and accommodation. The objective of the study was to prepare an outline integrating contemporary behaviour management techniques with Piaget’s cognitive development stages for a child to be able to provide them with a positive dental experience. METHODS A thorough literature search was done utilising different search engines (PubMed, Scopus, MedLine and google scholar) using different key words from the MeSH terminologies database. Comparative clinical trials and randomized clinical trials were included in the study and the recommendations were tabulated. RESULTS After performing a literature review, relevant articles were identified from various search engines. Piaget’s theory was reviewed as it views cognitive and intellectual activities as adaptive and helpful for the child in coping, organizing and reorganizing their thoughts and actions. CONCLUSIONS A systematic outline was prepared with the goal to develop a guideline fitting the objectives of this paper. CLINICAL SIGNIFICANCE This outline will enable the paediatric dentist to decide the appropriate behaviour management technique to provide a positive dental experience for a child in accordance with their expected cognitive and intuitive stage of development. KEY WORDS Cognitive Development Theory, Behaviour Management, Jean Piaget, Child Psychology

Desenvolvimento cognitivo e a atividade de programação com crianças

O presente estudo está vinculado a uma pesquisa que objetiva investigar o processo de construção da noção de algoritmo na atividade de programação realizada por crianças. Apresentamos, aqui, a análise de nove experimentos para a investigação de processos cognitivos envolvidos na atividade de movimentar um robô concreto [...]. Em uma primeira etapa, foram realizadas provas cognitivas, baseada no método clínico-piagetiano para a verificação do estádio do desenvolvimento intelectual de cada sujeito e uma segunda etapa onde os sujeitos resolveram problemas para fazer movimentar um objeto tangível. O experimento foi gravado em vídeo e analisado com auxílio do software de análise qualitativa MAXQDA2020®. Como conclusões preliminares, podemos indicar relações entre os estádios de desenvolvimento cognitivo infantil e o uso de diferentes estratégias de resolução de problemas envolvendo a construção de algoritmos para a programação de um robô. Palavras-chave: Desenvolvimento Cognitivo; Atividade de Programação; Epistemologia Genética; Robótica Educacional.

CONSTRUCION CREATED BY EXPERIENCES, CRITICAL REFLECTION ON THEM-CONSTRUCTIVIST APROOACH TO LEARNING

The effort to reform the high education system in Albania is oriented toward education with independent learning habits, so that the student easily integrates into society. Learning occurs when the student is actively seen as a critical thinker and he is constantly entrusted with the assumption of responsibility. The stage of intellectual development is achieved if it is equipped with the necessary powers. Competencies are gained through engaging in active activities by combining the knowledge, skills and abilities of the individual. This paper tries to expand the view that the organization and development of the teaching process in the auditorium associated with the subject practice ensures the active involvement of the student in this process, and is considered as the philosophy that today orientates contemporary education. Research is important because it argues the impact of the practice-based learning, which is considered as a key conceptual basis for creating revelatory learning environments.

Psychic Functions and Processes with Princeps Role in Learning

Problem statement: Learning is a complex phenomenon which involves all the psychic functions and processes, in different moments in time their involvement varying according to age and psycho social environment.Research questions: The work discusses the level of instruction of the educators, parents, mentors, the dynamic of the formal and informal affiliation groups as variables of the learning effectiveness.Purpose of the study: The mnezico-prosexic functions are studied in direct report to practical exercises, highlighting the voluntary / involuntary ratio, the progressive memorization techniques, the attention as a factor of the motivational process and factor of scholastic success.Research methods: The measuring of the development index could be done in various ways: 1. The psycho-motor determination. 2. The social clinical determination, by delimiting the development structure: stages of intellectual development (Piaget); psycho-motor development (Gesell); affective development (Freud); moral development (Colbert). 3. The formative determination, which captures the learning capacity, without expecting that a certain manifestation to take place, but trying to capture and evaluate the individual potentiality (the proximal development area).Findings: The development factors are: genetic (phenotypic maturation), stimuli adequacy, on time apparition, the filtering function in sensitive people, the elasticity of the personality system. The influence of the environment is a condition for forming and learning. Starting from the procedure of acquiring information, we can make an analytical description of the construction of intellect sides - the capacities to: dissociate, abstract, generalize, understand, transfer, argument, classify.Conclusions: The traits described before match a certain dimension of the personality which is intelligence.

Miłość do emancypacji

Zapis dyskusji z Piotrem Piotrowskim w ramach programu "Warsztat badacza humanisty" realizowanego przez grupę stypendystów programu "Mistrz" Fundacji na Rzecz Nauki Polskiej, pod przewodnictwem prof. Ewy Domańskiej. Dyskusja dotyczy metodologii badawczych, etapów rozwoju intelektualnego badacza i wpływu środowiska na kształtowanie się postawy badawczej.

Distribution of Study Material in Distance Learning: Experience of Dr. BRAOU

This paper deals with distribution of study material by an open university in general, with particular reference to Dr. BRAOU. The author has reflected on systematic planning for timely production and distribution of course material to the learners. The present study examines multi-media instructional system including the timely production and distribution of study materials to the students in Dr. BRAOU. It also attempts to identify the problems involved, and critically examines the perceptions and views of the students, counsellors and assistant directors of the Regional Coordination Centres on the timely distribution of study material to the students. Print is a medium that facilitates the ‘formal operational’ stage of intellectual development, which is the manipulation of symbolic or abstract concepts (Piaget 1970)1. Ever since the invention of the Gutenburg presses, print has been the dominant teaching technology, arguably at least as influential as the spoken word of the teacher. Even today, print dominates as the main technology of teaching in formal education, training and distance education.

Empirical Technoscience Studies in a Comtean World: Too Much Concreteness?

No one doubts the radically transformative power of contemporary technologies and technoscientific practices over the material dimensions of our experience. Yet with the coming of all the exciting changes and the promise of ever better material conditions, what kinds of lives are we implicitly being encouraged to live? One would think that current philosophical studies of technology would make this a central question, and indeed, a few have done so. But many do not. Following the lead of thinkers who have made the so-called “empirical turn,” many demur, usually with some remarks about the question being too abstract and general—too likely to suck us into utopian or dystopian speculations—when what is called for are truly informative and “concrete” studies of what it is like to be with actual technologies. My paper considers the good life question—and the philosophical price one pays for not asking it—in light of Auguste Comte’s theory of the three stages of intellectual development. Comte’s depiction of the third, positive scientific stage is much less dated than one might assume. In fact, it is useful to think of our own era as arriving with a Comtean story attached, that is, a story of life in the “developed” world becoming ever better thanks to modern science and technology. Because this story now seems less deserving of the unqualified optimism Comte had about it, I argue that thinking of our own experience as permeated by Comte’s conception of third-stage life gives us a fresh way to consider our misgivings about this default position without either lapsing into utopian or dystopian speculation, or confining one’s focus to purely postphenomenological or pragmatic studies of technoscientific life as it now “appears.”

Learning How to Believe: Epistemic Development in Cultural Context

Abstract Over the last decade, researchers have become increasingly interested in students' beliefs about the nature of knowledge and how these beliefs develop. Although initial psychological accounts portrayed epistemic development as a domain-independent process of cognitive maturation, recent studies have found trajectories of epistemic development to vary considerably across contexts. However, few studies have focused on cultural context. This article examines the role community values and practices play in fostering particular epistemological orientations by comparing the epistemological beliefs of 5th, 8th, and 12th graders (N = 200) from General and Religious schools in Israel regarding 2 controversies: belief in God and punishment of children. In both controversies, older participants were less likely than younger participants to consider the controversy rationally decidable. However, this shift emerged earlier in the God controversy than in the punishment controversy. In the God controversy, Gene...

Learning How to Believe: Epistemic Development in Cultural Context

Learning How to Believe: Epistemic Development in Cultural Context

A Rough Guide to Interdisciplinarity: Graduate Student Perspectives

A widely held belief is that only through interdisciplinarity can academics effectively address today’s complex ecological problems, because these problems demand cross-disciplinary efforts and specialized knowledge from natural and social scientists. Innovative interdisciplinary research and curricula have been created to train a new generation of scientists to engage with complex issues. It seems critical that those most affected by interdisciplinary education—doctoral students—provide feedback about such innovations. Without understanding students’ experiences in interdisciplinary programs, faculty will not know whether they are “getting it right” for future generations of interdisciplinarians. From our experiences as doctoral students, we provide reflections and perspectives on the National Science Foundation‐funded Urban Ecology IGERT (Integrative Graduate Education and Research Traineeship) Program at the University of Washington. We discuss the aspects of the program that provided the most beneficial interdisciplinary experiences, as well as those aspects that could be improved. We identify three stages of intellectual development, present questions encountered during each stage, and develop six core recommendations for interdisciplinary research and training programs.

The Nature and Development of Scientific Reasoning: A Synthetic View

This paper presents a synthesis of what is currently known about the nature and development of scientific reasoning and why it plays a central role in acquiring scientific literacy. Science is viewed as a hypothetico-deductive (HD) enterprise engaging in the generation and test of alternative explanations. Explanation generation and test requires the use of several key reasoning patterns and sub-patterns. Reasoning at the highest level is complicated by the fact that scientific explanations generally involve the postulation of non-perceptible entities, thus arguments used in their test require sub-arguments to link the postulate under test with its deduced consequence. Science is HD in nature because this is how the brain spontaneously processes information whether it basic visual recognition, every-day descriptive and causal hypothesis testing, or advanced theory testing. The key point in terms of complex HD arguments is that if sufficient chunking of concepts and/or reasoning sub-patterns have not occurred, then one’s attempt to construct and maintain such arguments in working memory and use them to draw conclusions and construct concepts will “fall apart.” Thus, the conclusions and concepts will be “lost.” Consequently, teachers must know what students bring with them in terms of their stages of intellectual development (i.e., preoperational, concrete, formal, or post-formal) and subject-specific declarative knowledge. Effective instruction mirrors the practice of science where students confront puzzling observations and then personally participate in the explanation generation and testing process – a process in which some of their ideas are contradicted by the evidence and by the arguments of others.

Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice

The importance of formative assessment in student learning is generally acknowl- edged, but it is not well understood across higher education. The identification of some key features of formative assessment opens the way for a discussion of theory. It is argued that there is a need for further theoretical development in respect of formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral develop- ment, students' stages of intellectual development, and the psychology of giving and receiving feedback. A sketch is offered of the direction that this development might take. It is noted that formative assessment may be either constructive or inhibitory towards learning. Suggestions are made regarding research into formative assessment, and how research might contribute to the development of pedagogic practice. Knowledge of results Learning depends on knowledge of results, at a time when, and at a place where, the knowledge can be used for correction. (Bruner 1970, p. 120) Bruner's dictum contains an important truth, but it is not the whole story. 'Correction' implies the existence of a right answer, and suggests a homeo- static or single loop (Argyris and Schon 1974) view of education that contrasts with the title of a collection of his writings: Beyond the informa- tion given (Bruner 1974). The quotation is from a chapter whose emphasis is on school education (although there are allusions to a broader range of educational contexts), in which considerable weight is placed on getting things right. Whilst 'getting things right' is of obvious importance in higher education as well (examples from medicine, science and engineering come quickly to mind where 'not getting it right' had direct and seriously damaging consequences), there is a significant dimension to higher education that can, following Barnett (1997), be labelled as 'emancipatory' and which implies

How Good Are Students at Testing Alternative Explanations of Unseen Entities?

THE purpose of the present study is to test the hypothesis that a fifth stage of intellectual development characterized by the ability to test alternative explanations involving unseen theoretical entities exists. This fifth-stage hypothesis will be tested in the context of a nonmajors, college-level biology course in which the assumption is made that some, but by no means all, students have acquired stage-five reasoning skills. Jean Piaget’s well-known developmental theory proposes that the development of thinking skills, which most would characterize as ‘‘scientific,’’ takes place in a stage-like fashion. Stage one, the sensorymotor stage, lasts from birth to about 18 months. As the name suggests, the stage involves the development of sensory-motor knowledge and acquisition of practical knowledge such as the fact that objects continue to exist even when out of sight. Stage two, the pre-operational stage, lasts until seven years of age. This stage primarily involves development of the ability to speak and understand the spoken word. Stage three, concrete operations, which begins at age seven, involves the development of descriptive thinking skills in which the child acquires an understanding of class subclass relationships and begins to understand the world in terms of specific variables such as weight, length, area and volume (e.g. Flavell 1963; Inhelder & Piaget 1958; Lawson & Renner 1975; Piaget & Inhelder 1969; Trifone 1991). Potential for moving into Piaget’s fourth and highest stage of thinking, called formal operational, generally occurs between 11 and 12 years of age. Inhelder and Piaget (1958) invented several widely used tasks to find out whether or not students have developed formal thinking patterns. A prototype task is the pendulum task. The pendulum task asks students to identify variables that may cause differences in the rate at which pendulums swing. If a student conducts controlled experiments to test the possible effects of

Another Look at Student Writing and Stages of Intellectual Development

Theories of intellectual development offer writing teachers productive ways to analyze student writing, to help students develop strategies for improving their writing processes, and to consider the implications of writing assignments. Frameworks posited by Piaget (see Modgil, 1974), Perry (1968), and Belenky, Clinchy, Goldberger, and Tarule (1986) contribute particularly useful ways of understanding why student writers may be having difficulties and how writing teachers and tutors can help students in their intellectual development.

Neuropsychological functions of prefrontal cortex are selectively impaired early in the course of schizophrenia

The phenomena of natural intelligence can be grouped into five classes, and a specific principle of information processing, implemented in neural tissue, produces each class of phenomena. (1) The modal principle subserves feeling and is implemented in the reticular formation. (2) The diagonalization principle subserves coherence and is the basic principle, implemented in neocortex. (3) Action is subserved by the decision principle, which involves interlinked positive and negative feedback loops, and resides in modally differentiated cortex. (4) The problem of finitization resolves into a figural principle, implemented in secondary cortical areas; figurality resolves the conflict between propositional and Gestalt accounts of mental representations. (5) Finally, the phenomena of analysis reflect the action of the indexing principle, which is implemented through the neural mechanisms of language.These principles have an intrinsic ordering (as given above) such that implementation of each principle presupposes the prior implementation of its predecessor. This ordering is preserved in phylogeny: (1) mode, vertebrates; (2) diagonalization, reptiles; (3) decision, mammals; (4) figural, primates; (5) indexing, Homo sapiens sapiens. The same ordering appears in human ontogeny and corresponds to Piaget's stages of intellectual development, and to stages of language acquisition.

Gender Differences in the Experience of Higher Education: quantitative and qualitative approaches

This paper reviews the evidence for differences between men and women in their experience of higher education. It is generally agreed that students manifest a number of different approaches to learning, and these have been operationalised in terms of quantitative measures derived from responses to formal questionnaires. Nevertheless, there is little consistent or valid evidence for gender differences in the responses to these instruments. Other researchers have used qualitative methodologies in order to identify different stages of intellectual development among students in higher education. Their findings indicate the existence of parallel, but distinct developmental schemes in male and female students.

Disappearance and Knowledge

Paul Churchland argues that the continuity of human intellectual development provides evidence against folk psychology and traditional epistemology, since these latter find purchase only at the later stages of intellectual development. He supports this contention with an analogy from the history of thermodynamics. Careful attention to the thermodynamics analogy shows that the argument from continuity does not provide independent support for eliminative materialism. The argument also rests upon claims about continuity which do not support the claim that the continuity of intellectual development is evidence for the elimination of folk psychology. Traditional epistemology and folk psychology should not yet be abandoned.

Principles and development of natural intelligence

Abstract The phenomena of natural intelligence can be grouped into five classes, and a specific principle of information processing, implemented in neural tissue, produces each class of phenomena. (1) The modal principle subserves feeling and is implemented in the reticular formation. (2) The diagonalization principle subserves coherence and is the basic principle, implemented in neocortex. (3) Action is subserved by the decision principle, which involves interlinked positive and negative feedback loops, and resides in modally differentiated cortex. (4) The problem of finitization resolves into a figural principle, implemented in secondary cortical areas; figurality resolves the conflict between propositional and Gestalt accounts of mental representations. (5) Finally, the phenomena of analysis reflect the action of the indexing principle, which is implemented through the neural mechanisms of language. These principles have an intrinsic ordering (as given above) such that implementation of each principle presupposes the prior implementation of its predecessor. This ordering is preserved in phylogeny: (1) mode, vertebrates; (2) diagonalization, reptiles; (3) decision, mammals; (4) figural, primates; (5) indexing, Homo sapiens sapiens . The same ordering appears in human ontogeny and corresponds to Piaget's stages of intellectual development, and to stages of language acquisition.

Teaching in junior secondary schools and its relationship to the development of formal operational thought

Science education has been greatly influenced by the work of Jean Piaget who proposes that children develop through stages of intellectual development. While the level of formal operations seems necessary for adolescents to learn abstract science concepts, research has revealed that a high percentage of adolescents and young adults operate at the concrete operational level. The purpose of this study was to examine junior secondary teaching in order to determine its effectiveness in promoting formal operational thought. Fifty‐two recorded lessons from 18 classrooms were examined using an observation schedule developed to identify teaching practices thought to promote formal reasoning in adolescents. The most characteristic of such practices was to develop disequilibrium in students. The observed pattern of observations was compared with an ideal Piagetian set of teaching practices. It was found that the observed teaching patterns did not resemble those thought to be ideal for developing formal reasoning in...

Applying piaget’s stages of intellectual development and guilford’s structure of intellect model to training instructional developers

This article states and gives evidence that (1) there is a set of underlying skills required by the instructional developer to enable him or her to learn and apply specific ID skills; (2) these underlying skills take the form of a cognitive strategy—an internal thought and control process; (3) this cognitive strategy underlying ID is an internal problem solving process; (4) the components of this internal problem solving thought and control process underlying ID can be identified based on the theoretical frameworks of (a) Piaget’s formal operational thought and (b) Guilford’s structure of intellect model. In addition, this article reports the results of a preliminary study that indicate a strong relationship between formal operational thought and the ability to do ID. This article concludes that: There is little evidence that the cognitive strategy underlying ID can be taught to adult learners at all, and, if it can be taught, it can only be done (a) indirectly, by providing favorable conditions through instructional strategies and (b) over a long period of learning and practice. Consequently (1) more research is necessary; (2) we should use instructional strategies that create “favorable conditions” for developing cognitive strategy in our students; and (3) if we cannot teach the internal problem solving cognitive strategy that underlies ID, then we must use it as a screening device when selecting students for graduate ID programs.