A study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and time

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dc.contributor.advisorGrover, Ven_ZA
dc.contributor.authorWertheimer, Een_ZA
dc.date.accessioned2015-07-14T08:55:36Z
dc.date.available2015-07-14T08:55:36Z
dc.date.issued1964en_ZA
dc.description.abstractThe developmental psychology of Jean Piaget has, within recent years, been primarily concerned with an application of his general theory of cognitive development to a wide area of cognitive functioning. Piaget has considered the most obvious facets of man's everyday thinking and reasoning and proposed to show that a rich developmental history underlies even his most common concepts. In so doing, Piaget has broached a topic which is so novel and compelling, and one which lays open such a vast field of research, that one cannot fail to recognize his contribution to psychology in formulating these suggestions alone. Piaget's major theoretical contention is that cognition develops in clear-cut sequential stages alike for every child. Although Piaget has never defined his meaning of "stage", it may be deduced from his prolific writings that he implies by this term a specific developmental "level” in the child during which his cognitive functioning in all areas takes a characteristic form, and can be differentiated, according to clearly defined criteria, from his functioning at another developmental "level". Intelligence, then, is a unitary or global capacity which determines, within small limits, consistent cognitive functioning~ within all areas at any specific time. While Piaget has formulated his theory at great length, and shown on the basis of his research, that specific levels or stages of which he talks emerge broadly at certain ages, he has as yet not introduced an adequate experimental procedure to determine whether a child functions consistently in any one area of cognition, and secondly, whether his level of cognitive·functioning remains significantly stable in a number of different areas, at any one period of development. This would implicitly follow from his theory of a homogeneous intelligence and might perhaps be considered as one of the most fundamental conditions to be substantiated in proof of Piaget's contentions. It is these two specific questions that we propose to answer in the present study. Three Piagetean content areas, those of number, space and time, have been considered·for this purpose.en_ZA
dc.identifier.apacitationWertheimer, E. (1964). <i>A study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and time</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/13454en_ZA
dc.identifier.chicagocitationWertheimer, E. <i>"A study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and time."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1964. http://hdl.handle.net/11427/13454en_ZA
dc.identifier.citationWertheimer, E. 1964. A study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and time. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Wertheimer, E AB - The developmental psychology of Jean Piaget has, within recent years, been primarily concerned with an application of his general theory of cognitive development to a wide area of cognitive functioning. Piaget has considered the most obvious facets of man's everyday thinking and reasoning and proposed to show that a rich developmental history underlies even his most common concepts. In so doing, Piaget has broached a topic which is so novel and compelling, and one which lays open such a vast field of research, that one cannot fail to recognize his contribution to psychology in formulating these suggestions alone. Piaget's major theoretical contention is that cognition develops in clear-cut sequential stages alike for every child. Although Piaget has never defined his meaning of "stage", it may be deduced from his prolific writings that he implies by this term a specific developmental "level” in the child during which his cognitive functioning in all areas takes a characteristic form, and can be differentiated, according to clearly defined criteria, from his functioning at another developmental "level". Intelligence, then, is a unitary or global capacity which determines, within small limits, consistent cognitive functioning~ within all areas at any specific time. While Piaget has formulated his theory at great length, and shown on the basis of his research, that specific levels or stages of which he talks emerge broadly at certain ages, he has as yet not introduced an adequate experimental procedure to determine whether a child functions consistently in any one area of cognition, and secondly, whether his level of cognitive·functioning remains significantly stable in a number of different areas, at any one period of development. This would implicitly follow from his theory of a homogeneous intelligence and might perhaps be considered as one of the most fundamental conditions to be substantiated in proof of Piaget's contentions. It is these two specific questions that we propose to answer in the present study. Three Piagetean content areas, those of number, space and time, have been considered·for this purpose. DA - 1964 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1964 T1 - A study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and time TI - A study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and time UR - http://hdl.handle.net/11427/13454 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13454
dc.identifier.vancouvercitationWertheimer E. A study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and time. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1964 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13454en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Psychologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherPsychologyen_ZA
dc.titleA study to investigate whether consistent cognitive functioning is characteristic of the child's performance on the Piagetean tests of number, space and timeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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