The development of the mental abilities of young children to separate and control variables /

Abstract

A randomized block factorial design with a three-way analysis of variance was used to analyze the results. The data were computerized using the Statistical Analysis System (SAS), with the Tukey (HSD) Studentized Range Test. Comparisons indicated the three main effects--tasks, levels, and grade-level groups, as well as the interaction of tasks and levels--were significant at the 0.05 level. Interpretation of the results indicated that young children can begin to separate and control variables provided: (a) The tasks are presented concretely, (b) The content and materials are familiar, and (c) "Fairness" is used as the criterion for judgment.

One hundred and eight subjects, with 27 children from each grade level, kindergarten, first, second and third grade, responded to the three tasks. Those tasks were: (a) The Bouncing Balls Task, (b) The Footrace Task, and (c) an adaptation of The Piagetian Bending Rods Task. Each of the tasks consisted of three levels of difficulty, commensurate to the number of variables.

"Fairness" was used as the criterion for judgment. If the child could separate the variable(s) by recognizing the test as being "unfair", he/she received one point. If the child could then go on to control the variable(s), by determining what changes needed to be made in order for the test to become a "fair test", the subject received an additional two points, achieving the perfect score of three.

This study investigated the mental abilities of young children to separate and control variables. From their research, Inhelder and Piaget (1955), concluded that the separation and control of variables belonged exclusively to the formal operational stage of development. The present research however, involved subjects from five to nine years of age who were in or somewhere between the preoperational and concrete operational stages of development.