Premium
PIAGETIAN TASKS, TRADITIONAL INTELLIGENCE AND ACHIEVEMENT TESTS
Author(s) -
KINGMA J.,
KOOPS W.
Publication year - 1983
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1983.tb02560.x
Subject(s) - psychology , subtraction , seriation (archaeology) , comprehension , number line , intelligence quotient , cognitive psychology , cognition , developmental psychology , arithmetic , mathematics education , linguistics , mathematics , philosophy , archaeology , neuroscience , history
S ummary . At the beginning of the school year, 312 children from kindergarten and elementary school Grades 1 to 4 were given three types of Piagetian tasks (seriation, conservation and multiple classification) and traditional intelligence tasks (Cattell form 1, Cattell form 2A and subtests from the PMA 5 to 7). At the end of the same school year different types of tasks concerning initial arithmetic (number line comprehension, number language, addition and subtraction, reversal addition/subtraction, verbal arithmetic) were also administered. It was shown that the combination of seriation and conservation was superior to the intelligence tests in predicting number language. Seriation predicted number line comprehension as well as the intelligence tests. Both the Piagetian tasks and the PMA 5 to 7 subtests were found to be equally poor predictors of simple computation (addition, subtraction and reversal tasks). Verbal arithmetic was predicted as well by both types of tests. It was concluded that, from a psychometric viewpoint, seriation, classification and conservation instruments were of good quality and these tests certainly were not inferior to the usual intelligence and achievement tests.