Quantitative Hardware Stages That Constrain Language Development

Johnson, Janice; Fabian, Veronica; Pascual-Leone, Juan

doi:10.1159/000276477

Cited by 40 publications

(23 citation statements)

References 52 publications

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“…The size of the M-operator is limited and, when measured behaviourally, it increments in integer steps corresponding to successive Piagetian stages as a function of chronological age. Empirical evidence validates the assumption that Mcapacity increases by one informational unit every second year, from 1 at the age of 3 to the adult capacity of 7 at the age of 15 (e.g., Johnson, Fabian, & Pascual-Leone, 1989;Morra, Moizo, & Scopesi, 1988). Maturational growth in M-capacity accounts for developmental changes in cognitive performance, such as language (Johnson et al, 1989), motor performance (Todor, 1979) and moral judgement (Stewart & Pascual-Leone, 1992).…”

Section: Pascual-leone's Modelsupporting

confidence: 68%

The Development of Working Memory: Exploring the Complementarity of Two Models

Kemps

Rammelaere

Desmet

2000

Journal of Experimental Child Psychology

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The aim of the paper was to further explore the complementarity of the working memory models postulated by Pascual-Leone and Baddeley. Five-, six-, eight-and nine-yearold children were assessed on two working memory tasks, which have frequently been used within the respective streams of research: the Mr. Peanut task and the Corsi blocks task.Results indicated a developmental increase in spatial short-term memory for both tasks.Concurrent spatial suppression reduced performance on the two tasks in all four age groups.By contrast, articulatory suppression only interfered with recall on the Mr. Peanut task, and only in the older children. The two models were shown to make their own specific contribution to the interpretation of the data, attesting to their complementarity. PascualLeone's theory offered a clear explanation of the results concerning the central aspects of working memory, i.e. the stepwise age-related increase in performance, whereas Baddeley's model provided a convincing account of the findings regarding the peripheral phonological and visuo-spatial components, i.e. the effects of articulatory and spatial suppression.

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Section: Pascual-leone's Modelsupporting

confidence: 68%

The Development of Working Memory: Exploring the Complementarity of Two Models

Kemps

Rammelaere

Desmet

2000

Journal of Experimental Child Psychology

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“…Bentley, J. Kvalsvig and R . Miller Studies which have examined the relationship between scores on the FIT and the M-power construct have found a high degree of internal consistency (split-half reliabilities > 0.89) and significant relationships with other tests of similar logical structure (Pascual- Leone and Smith, 1969;Miller, 1980;de Ribaupierre and Pascual-Leone, 1979;Johnson, Fabian and Pascual-Leone, 1988;Pascual-Leone, 1987). A complete technical description of FIT, its task analysis in relation to the theory of constructive operators and a review of reliability and validity indices is available (Johnson, 1982b).…”

Section: Methodsmentioning

confidence: 99%

The cognitive consequences of poverty: A neo‐Piagetian study with Zulu children

Bentley

Miller

1990

Applied Cognitive Psychology

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Samples of impoverished Zulu schoolchildren drawn from three age groups were tested repeatedly on the Figural Intersection Test (FIT), a measure of M-power in Pascual-Leone's theory of constructive operators. Results showed an initial underperformance when compared with Canadian and urban Zulu children. This was attributed to the effects of impoverishment. However, impoverished children did acquire the age-related levels of performance after repeated trials, a result consistent with the concept of M-power in the theory of constructive operators.In a recent paper, Poortinga and van de Vijver (1988) suggested that identity of underlying psychological processes can be inferred from the similarity of distributions of responses across cultural groups. Once these identities have been established, thereafter cultural differences in cognitive performance stemming from context-specific demands can be interpreted. However, this requires a theoretical framework which can simultaneously account for similarities and differences in performance. While differences can be accommodated in contextspecific learning-based theories of performance (e.g. LCHC, 1982), the same cannot be said of performance similarities across diverse cultural contexts. These require explicit organismic constructs that develop independently of specific learning experiences.Pascual-Leone's (1970, 1980) neo-Piagetian theory of constructive operators (TCO) is an attempt to establish the nature of the interaction between contextspecific learning and content-free organismic equilibratory mechanisms. Central to the TCO are a set of what Pascual-Leone calls silent operators which in interaction co-determine performance. Silent operators act on the content of experience, the schemes, and regulate which of those schemes will determine performance.TCO postulates a number of silent operators (seven in all), the most important of which for present purposes are the M-operator and the L-operator. The Moperator or M-power can be considered as a reserve of mental energy or attention capacity which can be deployed by the child when engaging in a task. It is important to note that the increase in M-power in the theory is attributed to an organismic maturational growth factor correlated with chronological age. Pascual- Leone's (1987) research indicates that there are clear age-bound limits to the development 0888-4080/90/06045 1-O9$0.500

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“…This "coordination" of schemes takes place by either one of three ways: the first way by what we call LC-learning (Pascual-Leone & Goodman, 1979), the second by what we call LM-learning (Pascual-Leone, 1984Pascual-Leone & Goodman, 1979;Johnson, Fabian, & Pascual-Leone, 1989), and the third by what we call LA-learning.…”

Section: Constructive Abstractionmentioning

confidence: 99%

“…This is the reason why older adults have difficulty with incidental learning (e.g., Sinnott, 1986), with the recall of names (Cavanaugh, Grady, & Perlmutter, 1983;Craik, 1986;Zetinski, Gilewski, & Thompson, 1980), with easy automatization, etc. By contrast, M-capacity is a limited resource whose reserve (and thus the number of schemes that it can simultaneously boost or M-centrate) increases with age during childhood in a stage-wise manner up to adolescence (Johnson, Fabian, & Pascual-Leone, 1989;Pascual-Leone, 1970 so that the power of LM-learning keeps increasing in youth. Each level of LM-learning generates a different order (different repertoire) of structures with each structural order being hierarchically superordinate to previous ones.…”

Section: Constructive Abstractionmentioning

confidence: 99%

Noncognitive factors in high-road/low-road learning: I. Modes of abstraction in adulthood

Pascual-Leone

Irwin

1994

J Adult Dev

Self Cite

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Since the terms cognition and cognitive are broadly used but not clearly defined, it may be helpful to clarify what is meant by noncognitive factors. In cognitive science, the terms cognition and cognitive generally describe mental processes that are informational insofar as they carry information about the organism's own body and the material world. Thus defined, there are three sorts of noncognitive organismic factors important in adult learning: affective processes, self-developmental processes, and hardware factors (i.e., noninformational, purely organismic constraints such as mental capacity/working memory limitations, gestaItist field factors, etc.). In this series of papers, we attempt to show how these noncognitive factors interact with cognitive factors to facilitate adult learning. We outline and give reference to a dialectical constructivist (neoPiagetian) model of the psychological organism that integrates noncognitive with cognitive factors and that can serve to explicate the findings of the literature and to process/task analyze adult learning. An important aim is the integration of the findings of decline and regression from the cognitive literature with the findings regarding the increase in "self-directedness" reported by adult education theorists. This is explicated through a process-analytic account of the will, particularly as it pertains to noncognitive factors. In Part II, we continue our explication of a dialectical model of the ego and conclude with a discussion of modes of learning/instruction in adulthood.

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Quantitative Hardware Stages That Constrain Language Development

Cited by 40 publications

References 52 publications

The Development of Working Memory: Exploring the Complementarity of Two Models

The Development of Working Memory: Exploring the Complementarity of Two Models

The cognitive consequences of poverty: A neo‐Piagetian study with Zulu children

Noncognitive factors in high-road/low-road learning: I. Modes of abstraction in adulthood

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