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ABSTRACTIONS ET APPRENTISSAGE DES QUANTITES PHYSIQUES
Author(s) -
Lalo Anne P.
Publication year - 1987
Publication title -
international journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 62
eISSN - 1464-066X
pISSN - 0020-7594
DOI - 10.1080/00207598708246774
Subject(s) - backwardness , psychology , abstraction , class (philosophy) , mathematics education , developmental psychology , cognitive psychology , epistemology , computer science , artificial intelligence , philosophy , economics , economic growth
In order to compensate the backwardness of the 7‐ to 13‐year‐old middle‐class pupils from Dakar compared to the upper‐class pupils, training tests are worked out for the acquisition of physical quantities. A double training ‐ for operations and for contents ‐ based upon pseudo‐empirical abstraction enable them to make up for this backwardness. If the results of the 7‐year‐old children do not challenge Piaget's hypothesis of the primacy of the operatory factors, the results of the older children reveal an absence of horizontal time‐lags. Once an operatory structure is initiated, there would be no discrepancy in the acquisition of the different physical quantities, but a correlative construction based upon mutual inferences from one content to the other.