Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool and school-age children: A neo-Piagetian approach

Houdé, Olivier; Pineau, Arlette; Leroux, Gaëlle; Poirel, Nicolas; Perchey, G.; Lanoë, Céline; Lubin, Amélie; Turbelin, Marie-Renée; Rossi, Sandrine; Simon, Grégory; Delcroix, Nicolas; Lamberton, Franck; Vigneau, Mathieu; Wisniewski, Gabriel; Vicet, Jean-René; Mazoyer, Bernard

doi:10.1016/j.jecp.2011.04.008

Cited by 95 publications

(109 citation statements)

References 45 publications

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“…We also believe that these "proportional" latencies can be expected to reveal conflicts or competitions between conceptions, or, as it has been argued before, between distinct types of processes, such as experience-based or rule-based processes (Evans, 2003). Indeed, if we acknowledge, for certain contexts, the possibility of the coexistence of conceptions/intuitions and the need to produce only one answer, then the logical conclusion is that there must be a prevalence (Potvin, 2013) and maybe also an inhibition (Houdé et al, 2011) of certain ideas in order to succeed at the task. This interpretation of our results is at least partially inconsistent with some views of conceptual change.…”

Section: Contribution To Researchmentioning

confidence: 77%

“…These authors concluded that inhibition is most likely involved in the explanation of the improvement of answers as children grow older (ages 8 -14). Other studies that considered accuracy, reaction times or fMRI data were led by Houdé (2000); Houdé, Pineau, Leroux, Poirel, Perchey, Lanoë et al (2011);Houdé, Zago, Mellet, Moutier, Pineau, Mazoyer et al (2000); Dunbar, Fugelsang & Stein (2007); ; ;Potvin, Turmel & Masson (2014); Masson, Potvin, Riopel & Brault-Foisy (2014); Kelemen & Rosset (2009) and Kelemen, Rottman & Seston (2012). These authors have concluded that inhibition could play an important role in the production of correct answers when anterior knowledge could potentially interfere.…”

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confidence: 99%

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Persistence of the Intuitive Conception That Heavier Objects Sink More: A Reaction Time Study With Different Levels of Interference

Potvin

Masson

Lafortune

et al. 2014

Int J of Sci and Math Educ

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ABSTRACT. Recent research efforts have argued for the persistence of some of students' frequent scientific misconceptions, even after correct answers are produced. Some of these studies, based on the analysis of reaction times, have recorded latencies for counterintuitive or incongruent stimuli compared to intuitive or congruent ones. The proposed interpretations were that prior knowledge survives learning and still coexists with new closer-to-scientific knowledge, producing conflicts that delay correct answers. But these conclusions are based on the assumption that stimuli from different conditions only differ in the presence/absence of interfering misconceptions, which is sometimes, in our opinion, a rather fragile claim. Thus, we have designed a task in which it is possible to test different levels of interference and not only its effects in contrast to another condition. Then, we have used it to see if different intensities of interference produce different levels of conflict. The task tested the persistence of the misconception that "heavy objects sink more than lighter ones". One hundred twenty-eight 14-to 15-year-olds were asked to tell which of the 2 balls presented (3 different materials and 3 different sizes) would "sink more" than the other. Analysis verified the presence of latencies and negative priming. For the most part, results show that the intensity of interference does produce corresponding latencies, which suggests greater conflict and therefore supports the hypothesis of persistence and coexistence of conceptions, even after correct answers are produced, and beyond other plausible effects due to the used stimuli. Prescriptions for theory and teaching are proposed.

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Section: Contribution To Researchmentioning

confidence: 77%

mentioning

confidence: 99%

Persistence of the Intuitive Conception That Heavier Objects Sink More: A Reaction Time Study With Different Levels of Interference

Potvin

Masson

Lafortune

et al. 2014

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

“…The children were presented with a computer version of the classical Piagetian conservation-of-number task (e.g., [32]). Stimuli were presented with Microsoft PowerPoint on a laptop computer with a 13-inch screen.…”

Section: Materials Andmentioning

confidence: 99%

The Smart Nonconserver: Preschoolers Detect Their Number Conservation Errors

Neys

Lubin

Houdé

2014

Child Development Research

Self Cite

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Classic developmental studies have established that children's number conservation is often biased by misleading intuitions. However, the precise nature of these conservation errors is not clear. A key question is whether children detect that their erroneous conservation judgment is unwarranted. The present study focuses on this critical error sensitivity issue. Preschool children were given a classic version of a number conservation task in which an intuitively cued response conflicted with the correct conservation response and a control version in which this conflict was not present. After solving each version children were asked to indicate their response confidence. Results showed that in contrast with children who gave a correct conservation response, preschoolers who erred showed a sharp confidence decrease after solving the classic conflict problem. This suggests that nonconserving preschoolers detect that their response is questionable and are less ignorant about conservation than their well-documented errors might have previously suggested.

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“…In mathematics, Houdé et al (2011) showed that young children (5-6 years old) have difficulty understanding that two rows that contain the same number of objects, but that have different lengths because of differential spacing between the objects (e.g., oooooo and o o o o o o), indeed contain the same number of objects. At the age of 9 to 10 years old, this spontaneous and wrong answer is usually overcome: children respond that the two rows contain the same number of objects.…”

Section: Inhibitionmentioning

confidence: 99%

Fundamental Concepts Bridging Education and the Brain

Masson

Foisy

2015

mje

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Although a number of papers have already discussed the relevance of brain research for education, the fundamental concepts and discoveries connecting education and the brain have not been systematically reviewed yet. In this paper, four of these concepts are presented and evidence concerning each one is reviewed. First, the concept of neuroplasticity is proposed as a sine qua non for linking education and the brain. Then, the concepts of neuronal recycling and inhibition are presented as two fundamental mechanisms of school learning that emphasize the importance of knowing the initial brain structure of learners and, finally, the concept of attention is discussed as a central concept for linking teaching and the brain.Bien qu’un certain nombre d’articles aient déjà discuté de la pertinence des recherches sur le cerveau pour le domaine de l’éducation, les découvertes et les concepts fondamentaux reliant l’éducation et le cerveau n’ont jamais fait l’objet d’une analyse systématique. Dans cet article, quatre de ces concepts sont présentés et, pour chacun de ces concepts, une brève synthèse de la littérature est proposée. Premièrement, le concept de neuroplasticité est proposé comme une condition sine qua non pour établir des liens entre l’éducation et le cerveau. Ensuite, les concepts de recyclage neuronal et d’inhibition sont présentés comme deux mécanismes fondamentaux liés aux apprentissages scolaires qui mettent l’accent sur l’importance de connaître la structure initiale du cerveau des apprenants et, enfin, le concept d’attention est présenté comme un concept central pour établir des liens entre l’enseignement et le cerveau

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Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool and school-age children: A neo-Piagetian approach

Cited by 95 publications

References 45 publications

Persistence of the Intuitive Conception That Heavier Objects Sink More: A Reaction Time Study With Different Levels of Interference

Persistence of the Intuitive Conception That Heavier Objects Sink More: A Reaction Time Study With Different Levels of Interference

The Smart Nonconserver: Preschoolers Detect Their Number Conservation Errors

Fundamental Concepts Bridging Education and the Brain

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