A Criterion Problem: The Use of Different Operationalizations in Seriation Research

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Abstract
Effects of using different criteria for seriation on performance are reported. Two types of criteria are distinguished, the new-Genevan and the result-only criterion. For the first type of criterion attention was paid to the way the child started with the seriation, the number of self-corrections, anticipation of seriation and insertion. 428 children from kindergarten and primary school Grades 1 to 6 were observed while completing a set of eight seriation tasks. With the use of the new-Genevan criteria, no clear distinction could be made between partial and operational seriators. Use of both the Genevan and result-only criteria, also led to contradictions regarding Piaget's predicted order of acquisition of different types of seriation. However, a theoretical framework about the acquisition of seriation must be developed since both the new-Genevan and the judgment-only criteria were insufficient for this purpose.