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.
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Rawson, H. (1978). The Function of Reading in the Transition to Concrete and Formal Operations. In: Presseisen, B.Z., Goldstein, D., Appel, M.H. (eds) Language and Operational Thought. Topics in Cognitive Development, vol 2. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2538-3_11
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DOI: https://doi.org/10.1007/978-1-4684-2538-3_11
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