1992
DOI: 10.1111/j.2044-835x.1992.tb00559.x
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Judgements and justifications: Criteria for the attribution of children's knowledge in Piagetian research

Abstract: In empirical research, developmentalists attribute knowledge to children on the basis of performances on assessment tasks. Since knowledge is not itself observable, criteria are needed for reasonable decisions to be made about how to classify different intellectual states, such as false belief, empirically true belief, necessary knowledge. In Piagetian research, there are two distinct views about the selection of such ‘response criteria’. One view states that knowledge can be attributed on the basis of childre… Show more

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Cited by 12 publications
(2 citation statements)
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“…Habermas 1985 ; Hacker 2006 ). The fact that the younger children were able to adequately judge others’ action capabilities without necessarily being able to justify their choice is thus not only in line with other studies showing that children’s justifications lag their judgments in development (e.g., Thomas and Horton 1997 ; for a controversial discussion of which criteria to use in the attribution of knowledge to a child see also van der Maas et al 2004 ; Smith 1992 ). It also supports the theoretical notion that perceiving the relation between an actor and the possible targets of his action has to be conceived of being practical (or implicit) knowledge that is not reflected in conceptual terms.…”
Section: Discussionsupporting
confidence: 75%
“…Habermas 1985 ; Hacker 2006 ). The fact that the younger children were able to adequately judge others’ action capabilities without necessarily being able to justify their choice is thus not only in line with other studies showing that children’s justifications lag their judgments in development (e.g., Thomas and Horton 1997 ; for a controversial discussion of which criteria to use in the attribution of knowledge to a child see also van der Maas et al 2004 ; Smith 1992 ). It also supports the theoretical notion that perceiving the relation between an actor and the possible targets of his action has to be conceived of being practical (or implicit) knowledge that is not reflected in conceptual terms.…”
Section: Discussionsupporting
confidence: 75%
“…Este trabajo, planteado como un estudio de intervención con niños de primero y segundo curso de Educación Primaria, tiene como finalidad contribuir al estudio de la génesis de la comprensión de la relación inversa entre los términos de la división a través de las justificaciones que los niños dan a sus respuestas a los problemas, -estableciendo dos condiciones de justificación-y favorecer su aprendizaje. Como señalan Squire y Bryant (2002) "es importante considerar tanto juicios (respuestas) como justificaciones, como criterio para la atribución de conocimiento a los niños en la investigación Piagetiana" (Smith, 1992, citado en Squire y Bryant (2002 (nuestra traducción). Aun considerando que la literatura señala la conveniencia de escoger como criterio las respuestas, frente a las justificaciones (Brainerd, 1973;Siegel, McCabe, Brand & Matthews, 1978;Thomas & Horten, 1997, citados en Squire & Bryant, 2002 porque basar las decisiones en las justificaciones siempre subestimaría la competencia cognitiva de los niños, se considera que las justificaciones complementan las respuestas y nos dan indicios importantes sobre la comprensión de los niños.…”
Section: Las Dificultades De Los Niños Respecto De La Relación Inversunclassified