By David R. Olson
Whilst this e-book was once first released, David Olson was once interpreting the constructing illustration and use of diagonals within the context of a lot better questions, questions additionally explored by means of Vygotsky, Cassirer, Gombrich, and Bruner. those contain such matters as conceptual improvement, conceptual switch, and stage-like transitions in one's wisdom and trust. a few of these difficulties stay at nearly a similar level of strategy to at the present time. different difficulties have certainly been solved or a minimum of come in the direction of answer, prime the writer to contemplate the appropriate cognitive representations that allowed for the cognitive progress he tested in such scrupulous element.
the writer hopes that either readers and re-readers of this quantity could be resulted in ask yourself -- as he did whereas engaged on the e-book -- simply what there's a few easy diagonal that makes its copy so tricky. In so doing, readers will back be reminded of the outstanding assets that kids deliver to endure on their figuring out of the area in addition to the blind spots that no uncomplicated telling can really fill in.
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Additional info for Cognitive Development. The Child's Acquisition of Diagonality
DIFFICULTY other boards m a y have inflated the scores, they were not calculated in with the paired-comparison data. Results and Discussion First a rough index of problem difficulty was made b y calculating the percentage of correct constructions on each of the types of problem on each of the three checkerboards. This data is presented in Fig. 3 - 3 . For 100 - 90 80 - I 70 60 - I | I 1 I 50 40 30 20 10 0> I 1 1 1 1 Edge Int. row Diag. Orginal square board 1 1 1 1 Edge Diag. Int. row Diagonal dominant board 1 1 1 Vert.
T h e method involved is a modified paired comparison technique similar to that which Gagne (1962) employed to determine which skills were a prerequisite for the learning of other skills. T h e complication in the experiment reported here involves the fact that the level of performance generally improves somewhat over the testing period as a result of practice. ) For example, if a child failed t o c o p y an interior row but later successfully copied the diagonal, t w o explanations are possible.
It m a y then be possible to find a limited number of factors that account for this difficulty. For example, is it diagonality per se that is involved, or is it slope, or straightness, or some factor in the perceptual organization of the pattern? If we succeed in this first task, we will still have to face the problem of where this knowledge or skill came from—the problem of development. T h e first of these questions, namely the nature of the difficulty as determined b y the comparison of the diagonal problem to related problems, was examined through t w o experiments with somewhat different designs; hence, they shall be reported separately.