Interpreting inclusion: A contribution to the study of the child's cognitive and linguistic development

McGarrigle, James; Grieve, Robert; Hughes, Martin

doi:10.1016/0022-0965(78)90131-5

Cited by 90 publications

(41 citation statements)

References 18 publications

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“…Again this idea originates in developmental psychology research. McGarrigle (1990) found that children would engage in otherwise cognitively complex and demanding tasks with much more enthusiasm and energy, when the task was presented in the form of a game or play experience, rather than as work.…”

Section: Creative Arts and Playmentioning

confidence: 99%

Creative arts in occupational therapy: ancient history or contemporary practise?

Thompson

Blair

1998

Occupation Therapy Intl

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Section: Creative Arts and Playmentioning

confidence: 99%

Creative arts in occupational therapy: ancient history or contemporary practise?

Thompson

Blair

1998

Occupation Therapy Intl

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“…The fact that children make what for them are counter-intuitive inferences in order to accommodate the assumptions implicit in (adult) researchers' odd questions is long documented in psychology (e.g., McGarrigle et al 1978;cf. Hilton 1995).…”

Section: Brian M Hughesmentioning

confidence: 99%

Learning that there is life after death

Harris

Astuti

2006

Behav Brain Sci

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The present article examines how people's belief in an afterlife, as well as closely related supernatural beliefs, may open an empirical backdoor to our understanding of the evolution of human social cognition. Recent findings and logic from the cognitive sciences contribute to a novel theory of existential psychology, one that is grounded in the tenets of Darwinian natural selection. Many of the predominant questions of existential psychology strike at the heart of cognitive science. They involve: causal attribution (why is mortal behavior represented as being causally related to one's afterlife? how are dead agents envisaged as communicating messages to the living?), moral judgment (why are certain social behaviors, i.e., transgressions, believed to have ultimate repercussions after death or to reap the punishment of disgruntled ancestors?), theory of mind (how can we know what it is "like" to be dead? what social-cognitive strategies do people use to reason about the minds of the dead?), concept acquisition (how does a common-sense dualism interact with a formalized socio-religious indoctrination in childhood? how are supernatural properties of the dead conceptualized by young minds?), and teleological reasoning (why do people so often see their lives as being designed for a purpose that must be accomplished before they perish? how do various life events affect people's interpretation of this purpose?), among others. The central thesis of the present article is that an organized cognitive "system" dedicated to forming illusory representations of (1) psychological immortality, (2) the intelligent design of the self, and (3) the symbolic meaning of natural events evolved in response to the unique selective pressures of the human social environment.

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“…It is only necessary to retrieve from semantic memory the information that cars without petrol cannot be driven. This study is there fore like that of McGarrigle et al [1978] because, in an effort to design a task more appropriate for children, the researchers have permitted false-positive responses. The conclusion that understanding of logical va lidity develops late in childhood therefore seems solid, and is certainly consistent with the hypothesis that something akin to formal operations develops in adolescence.…”

Section: Inferencementioning

confidence: 99%

“…McGarrigle et al [1978] also studied class inclusion in young children and report numerous results that are not significantly better than chance, without considering baselines. In their Ex periments 1 and 2, the highest proportion correct is 0.52, for binary choice questions.…”

Section: Class Inclusionmentioning

confidence: 99%

Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988

Halford

1989

Human Development

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In this article some of the issues are examined that have arisen in one quarter of a century of intensive research on cognitive development from a Piagetian perspective. It is suggested that there is no evidence clearly confirming the existence of Piaget’s cognitive structures in explicit form. Consequently, neo-Piagetian theories have proliferated, in an attempt to conceptualize the increasingly powerful cognitive systems that have been observed to develop with age. Research on the object concept indicates that children have knowledge and skills that would not have been predicted by the Piagetian position, but that children progressively develop an integrated conception of space that is consistent with some of Piaget’s basic tenets. Some of the major studies purportedly demonstrating understanding of concrete operational concepts by 3- and 4-year-olds are shown to be based on false positives. There is rigorous evidence of hypothesis testing in middle childhood, but this performance does not necessarily entail formal operations as defined by Inhelder and Piaget. It is concluded that Piaget’s empirical work has held up better than is often thought but that his conceptualization of cognitive development is inadequate. Consequently, it is suggested, empirical researchers should devote more attention to testing alternative theories.

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Interpreting inclusion: A contribution to the study of the child's cognitive and linguistic development

Cited by 90 publications

References 18 publications

Creative arts in occupational therapy: ancient history or contemporary practise?

Creative arts in occupational therapy: ancient history or contemporary practise?

Learning that there is life after death

Reflections on 25 Years of Piagetian Cognitive Developmental Psychology, 1963–1988

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