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| Topic: | Re:Do stage theories discuss when/how children learn strategies? |
| Posted by: | Richard Meinhard |
| Date/Time: | 2010/7/1 21:28:14 |
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It appears in the discussion of stages that there might be a bit of “talking across paradigms.?The behaviorist perspective obviously sees stages quite differently than does that of developmental epistemology. This difference is to be expected since behaviorism is not an assimilation theory, and it does not differentiate activity into its assimilatory and accommodation aspects. Without analysis of the assimilatory systems, stages based on the logical-mathematical forms of the developing systems presents less validity than having many stages of difficulty levels. Behaviorism appears to concern itself with successions of behaviors demonstrated to be increasingly difficult by their accumulations and coordination of earlier behaviors which is perfectly OK in the study of procedures but these stages of the steps of increasing difficulty conflict with the idea that activity re-organizes and reconstructs its logical-mathematical forms such that both the assimilations and accommodations are transformed. In short, for developmental epistemology, stages are about the differences in the form of the regulators of the system as they develop logical-mathematical properties. For behaviorism, stages are about the measured difficulty of behaviors. |