Adolescent Thinking in History-Type Material

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Abstract
Evidence was sought for the application of Piaget's theory to the thinking of 350 students between 6th class primary and 6th form secondary school with history-type material. The nature of the material required several adaptations to tests usually given for formal operations. The results showed that stages defined by logical operations and strategies within those stages may be identified by questions designed for testing concrete or formal operations. A smaller longitudinal sample cast doubt on the measurement of discontinuity between stages.

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