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The Function of Reading in the Transition to Concrete and Formal Operations

  • Hildred Rawson
Part of the Topics in Cognitive Development book series (TOPCOGDEV, volume 2)

Abstract

The study reported in the first part of this paper was designed to uncover relationships between corresponding cognitive operations under two sets of conditions: first, in situations in which logical operations in conservation, classification, deduction, induction, and probability reasoning are required in response to concrete-verbal stimuli; then in situations in which these operations are required in reading. The study was exploratory. The purpose was to examine the extent to which cognitive operations in the categories assessed are likely to be available equally to 9- to 10-year-old children in the two situations, concrete and reading.

Keywords

Noun Phrase Canonical Correlation Concrete Situation Consonant Cluster Modus Tollens 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Jean Piaget Society 1978

Authors and Affiliations

  • Hildred Rawson
    • 1
  1. 1.The Ontario Institute for Studies in EducationTorontoCanada

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