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Mathematical models of cognitive development
Author(s) -
Eckstein Shulamith G.,
Shemesh Michal
Publication year - 1992
Publication title -
british journal of mathematical and statistical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.157
H-Index - 51
eISSN - 2044-8317
pISSN - 0007-1102
DOI - 10.1111/j.2044-8317.1992.tb00974.x
Subject(s) - cognition , categorization , stage (stratigraphy) , cognitive development , cognitive model , population , psychology , computer science , mathematics , cognitive psychology , artificial intelligence , demography , sociology , paleontology , neuroscience , biology
Two mathematical models of cognitive development are investigated. One model assumes that cognitive growth proceeds by stages, and the other assumes that cognitive growth is continuous. Both models make predictions concerning the percentages of the population at different cognitive levels. In the stage model, the cognitive level is identified with the stage, and in the continuous learning model, the cognitive level is defined by attainment above a given threshold and below the next highest threshold. The models are applied to three large‐scale experimental studies which categorize adolescents according to their Piagetian stage, namely a study by Lawson & Renner (1974) in the USA, a study by Shayer & Wylam (1978) in England, and a study by Shemesh, Eckstein & Lazarowitz (1992) in Israel. In all cases, the fit of the stage model to the experimental data was better than the fit of the continuous learning model.