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• W2104474384 abstract "A cross-cultural method was used to explore theoretical implications of the reported association between mastery of the comparative forms in language and development of competency in dealing with difference and equality relations (such as those of Piaget's conservation problems). Since Turkish allows comparisons to be made without the use of a morphologically distinct form (equivalent to: John is to Mary tall), it was selected for contrastive study along with English and Greek which share a similar system for comparisons. One hundred and ten English, Turkish-Cypriot and Greek-Cypriot children (age 4–11) attending school in London were tested on a variety of language, conservation, and multiple classification problems. The results of this testing indicated that language competency does play a significant role during the course of cognitive development, and that variations in language structure can engender parallel variations in the structure of development. Statistical analyses suggested the following specific conclusions: (1) the concrete operations stage is not functionally unified; (2) the structure of development during this stage is multidimensional; and (3) constancy across cultures in the ordering of development during this stage arises, in part, from similarities between their languages in the representation of attribute and difference relations. On a employé une méthode interculturelle pour sonder les implications théoriques de la corrélation connue entre la maîtrise des formes comparatives du langage et le développement de l'aptitude à utiliser les relations de différence et équivalence (telles que celles rencontrées dans les tâches piagétiennes de conservation). Comme la langue turque permet les comparaisons sans recourir à des formes morphologiquement distinctes (par exemple, Jean est à Marie grand), elle fut choisie pour cette étude, ainsi que l'anglais et le grec qui possèdent un système analogue pour exprimer la comparaison. Cent dix écoliers anglais, Cypriotes turcs et Cypriotes grecs furent soumis à diverses épreuves de langage, conservation et classification multiple. Les résultats indiquent que l'aptitude linguistique joue un rôle significatif dans le cours du développement cognitif et que les variations de la structure du langage peuvent produire des variations parallèles de la structure du développement. Des analyses statistiques suggèrent les conclusions spécifiques suivantes : (1) le stade des opérations concrètes n'est pas fonction-nellement unifié; (2) la structure du développement pendant ce stade est multi-dimensionnelle; et (3) la Constance interculturelle de la séquence du développement pendant ce stade provient, en partie, des ressemblances linguistiques quant à la représentation des relations d'attribut et de différence." @default.
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• W2104474384 date "1976-12-01" @default.
• W2104474384 modified "2023-09-27" @default.
• W2104474384 title "Language and the latent structure of cognitive development (1)" @default.
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• W2104474384 doi "https://doi.org/10.1080/00207597608247360" @default.
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