STAGEWISE COGNITIVE-DEVELOPMENT - AN APPLICATION OF CATASTROPHE-THEORY
STAGEWISE COGNITIVE-DEVELOPMENT - AN APPLICATION OF CATASTROPHE-THEORY
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DOI：
10.1037/0033-295x.99.3.395
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发表时间：
1992-07-01
影响因子：
5.4
通讯作者：
MOLENAAR, PCM
中科院分区：
文献类型：
--
作者：
VANDERMAAS, HLJ;MOLENAAR, PCM
本文综述了阶段性认知发展研究的传统方法论。这些方法进行评估和整合的突变理论的基础上，特别是，突变理论规定了一套共同的标准，检验皮亚杰提出的不连续性假设。不同的标准对应于认知发展研究中使用的不同方法。这些标准是，例如，发展中的冲刺，测试分数的双峰检测，以及过渡期反应的可变性增加。当存在真正的阶段过渡时，预期这些标准将得到满足。本文提出了一个适应这些标准的突变模型，用于描述认知发展从前操作阶段到具体操作阶段的阶段转换。
In this article an overview is given of traditional methodological approaches to stagewise cognitive developmental research. These approaches are evaluated and integrated on the basis of catastrophe theory In particular, catastrophe theory specifies a set of common criteria for testing the discontinuity hypothesis proposed by Piaget. Separate criteria correspond to distinct methods used in cognitive developmental research. Such criteria are, for instance, the detection of spurts in development, bimodality of test scores, and increased variability of responses during transitional periods. When a genuine stage transition is present, these criteria are expected to be satisfied. A revised catastrophe model accommodating these criteria is proposed for the stage transition in cognitive development from the preoperational to the concrete operational stage.