Inferencias causales y clasificaciónsu relación en niños de 4-7 años
ISSN: 0210-3702, 1578-4126
Año de publicación: 1990
Número: 49
Páginas: 91-106
Tipo: Artículo
Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje
Resumen
The present work analysed the relationship between the acquisition of classification and the ability to establish causal inferences, and to investigate to what extent the content of causal stories (in terms of animate/inanimate, antecedents and consequences) elicit differences in performance. Seventy 4;0-7;10 years old children from 8 primary state schools participated in the study. The results showed that as children master class-inclusion their ability to perform causal inferences increases. However, children�s level of performance did not vary when the content of the story was altered, i.e., an animate or inanimate main character. Finally, a causal model to explain the development of causal inferences is proposed based on Piaget�s equilibration theory