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| Topic: | Re:Re:Re:Re:Re:Re:Do stage theories discuss when/how children learn strategies? |
| Posted by: | Michael Lamport Commons |
| Date/Time: | 2010/7/6 20:21:49 |
| MLC:?I am very confused by Richards example.?My example is very clear and addresses the issues he raised.?In my example, each child served as their own control.?It was single subject design and repeated measures for the aggregation of the individuals.?I know there is development.?What is sufficient to get it is somewhat clear.?What is necessary is not at all clear.?All the interventions do not seem to move people much more than two stages (Inhelder's and Piaget 1/2 stages) after they are adults.?As you have wonderfully pointed out, if one does not have a dumb notion and process for getting to the next stage, one has to "know" the next stage before one gets there.?This is the paradox of accommodation.?So I have proposed a rather simple alternation of thesis and antithesis behaviors from the present stage.?The alternation get faster and faster until they occur in some given order one right after another so that reinforcement can then select the order the works. |