Les experiences de Geneve sur l'apprentissage: Un dossier peu convaincant (meme pour un Piagetian).

Lefebvre-Pinard, Monique

doi:10.1037/h0081827

Cited by 8 publications

(2 citation statements)

References 13 publications

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“…These trends in access to formal thinking are not relevant to the Flynn effect alone but also contribute to the debate on the learning of Piagetian concepts, a debate that reached its peak in the 1970s (reviews reflecting different points of view have been published by several authors, e.g., Brainerd, 1973bBrainerd, , 1977aKuhn, 1974;Lefebvre-Pinard, 1976;Strauss, 1972Strauss, , 1974. Some Piagetian authors contend that improvements in performance obtained in a laboratory setting cannot be equated with the spontaneous progress observed during development.…”

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confidence: 99%

Comparison of the development of formal thought in adolescent cohorts aged 10 to 15 years (1967–1996 and 1972–1993).

Flieller¹

1999

Developmental Psychology

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Five standard Piagetian tests were administered to 180 adolescents between the ages of 10 and 15 years. The results were compared with those obtained in 1967 and in 1972 for similar participant samples. At equal ages, today's adolescents exhibited a higher level of cognitive development than the adolescents of 20 or 30 years ago. The amount of gain observed varied across tasks, being very large for combinatory thought but mixed for conservation. This acceleration of cognitive development can partially explain the continuous rise in intelligence test performance (Flynn effect). Many cohort comparisons have shown that the mean score on a variety of intelligence tests (e.g., Raven Progressive Matrices, Stanford-Binet Intelligence Scale, Wechsler Intelligence scales) has been rising by approximately 3 IQ points per decade for at least 60 years (see reviews by Flynn, 1984, 1987; Storfer, 1990). This rise has been noted in over 20 countries, including France, where the studies reported in the present article took place (e.g.,

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confidence: 99%

Comparison of the development of formal thought in adolescent cohorts aged 10 to 15 years (1967–1996 and 1972–1993).

Flieller¹

1999

Developmental Psychology

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“…These are terribly important issues to which Dr. Lefebvre-Pinard (Lefebvre andPinard, 1972, 1974) and other researchers of learning have in recent years contributed much clarity. They are not, however, issues that the Geneva group has chosen to investigate.…”

Section: Apprendre Tfest Procedermentioning

confidence: 99%

On learning and development, Piagetian style: I. A reply to Lefebvre-Pinard.

Pascual-Leone¹

1976

Canadian Psychological Review / Psychologie Canadienne

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The equilibration theory of Piaget (learning vs. development, stage transitions) is carefully examined to make more explicit the methodological foundations of Inhelder, Sinclair, and Bovet's recent work. In this connection the "problem-solving" learning method they use is analyzed by means of the new concept of "learning loops".Similarly, the very successful equilibration learning method used by Lefebvre and Pinard is analyzed and shown to involve executive (E) facilitation and chunking (coordination) of two crucial schemes. A process-structural model of conservation acquisition previously developed by the author and its empirical tests by Case and by Parkinson, are used to illustrate and to empirically support the processstructural differences theoretically found between these two equilibration methods.

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Effects of structured social interaction on learning to control variables: A classroom training study

Wollman

Chen

1982

Science Education

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Les experiences de Geneve sur l'apprentissage: Un dossier peu convaincant (meme pour un Piagetian).

Cited by 8 publications

References 13 publications

Comparison of the development of formal thought in adolescent cohorts aged 10 to 15 years (1967–1996 and 1972–1993).

Comparison of the development of formal thought in adolescent cohorts aged 10 to 15 years (1967–1996 and 1972–1993).

On learning and development, Piagetian style: I. A reply to Lefebvre-Pinard.

Effects of structured social interaction on learning to control variables: A classroom training study

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