TY - JOUR
T1 - The differential effects of age and first grade schooling on the development of infralogical and logico-mathematical concrete operations
AU - Cahan, Sorel
AU - Greenbaum, Charles
AU - Artman, Lavee
AU - Deluya, Nilly
AU - Gappel-Gilon, Yael
PY - 2008/4
Y1 - 2008/4
N2 - Using the "between-grade levels" regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the development of logico-mathematical operational skills (classification, class inclusion and transitivity) is mainly attributable to schooling. In contrast, the effect of schooling on the development of conservation of mass, liquid quantity and number (clearly an infralogical task) is negligible; acquisition of conservation is almost exclusively due to maturation and out-of-school experiences. The results support the theoretical predictions derived from French-Swiss research of the last two decades and are inconsistent with claims regarding the specificity of schooling effects to tasks that are taught in school.
AB - Using the "between-grade levels" regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the development of logico-mathematical operational skills (classification, class inclusion and transitivity) is mainly attributable to schooling. In contrast, the effect of schooling on the development of conservation of mass, liquid quantity and number (clearly an infralogical task) is negligible; acquisition of conservation is almost exclusively due to maturation and out-of-school experiences. The results support the theoretical predictions derived from French-Swiss research of the last two decades and are inconsistent with claims regarding the specificity of schooling effects to tasks that are taught in school.
KW - Age vs. schooling effects
KW - Between-grades regression discontinuity design
KW - Cognitive development
KW - Concrete operations
UR - http://www.scopus.com/inward/record.url?scp=43449122731&partnerID=8YFLogxK
U2 - 10.1016/j.cogdev.2008.01.004
DO - 10.1016/j.cogdev.2008.01.004
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AN - SCOPUS:43449122731
SN - 0885-2014
VL - 23
SP - 258
EP - 277
JO - Cognitive Development
JF - Cognitive Development
IS - 2
ER -