ľApprentissage De La Notion ďInclusion De Classes Chez De Jeunes Enfants Baules (cote ďivoire)
Titel:
ľApprentissage De La Notion ďInclusion De Classes Chez De Jeunes Enfants Baules (cote ďivoire)
Auteur:
Lavallee, Margot Dasen, Pierre
Verschenen in:
International journal of psychology
Paginering:
Jaargang 15 (1980) nr. 1-4 pagina's 27-41
Jaar:
1980
Inhoud:
This training study of the concept of class inclusion follows a previous paper on the training of the conservation of liquids (Dasen et al. 1979). Twenty-eight African (Baoule) children, aged 7 to 9 years, were attributed to two groups, matched on age, schooling and performance on a pretest comprising 5 concrete operational tasks. Fourteen subjects who performed at stages 1 or 2 on class inclusion were trained according to a method adapted from Inhelder et al. (1974). The training effect was measured during two post-tests at the interval of one month. The results show a stable training effect in half of the subjects; there is a statistically significant generalization to other concepts of the same stage. This finding, which is similar to what has been reported for European children, supports the hypothesis of connections between operational concepts based on the common structure of the 'grouping'. A 'time lag' of about 2 years in the development of class inclusion appears when comparing Baoule and European children. The absence of very rapid learning ('actualization') shows that this lag probably occurs at the competence and not only at the performance level. The training effect is sufficient to reduce and even bridge this lag. Cettc etude de ľapprcntissage de la notion ďinclusion de classes fait suite a un article precedent sur ľapprentissage de la conservation des liquides (Dascn et al. 1979). Vingt-huit enfants afri-cains baoules, ges de 7 a 9 ans, ont ete repartis en deux groupes equivalents selon ľage, le degre scolaire et leur performance a un pre-test comprcnant 5 epreuves ď'operations concretes. Quatorzc des sujets s'etant classes au premier ou au deuxiemc stadc de ľ'inclusion ont ete retenus, pour la presente etude. lis ont ete soumis a un apprentissage de ľinclusion scion la methode de Inhelder et al. (1974), dont ľ'effet est mesure a deux post-tests a un mois ďecart. Les resultats montrent que ľ'apprentissage donne lieu a un progres stable chez la moitie des sujets, ei. cet apprentissage a des effets de generalisation remarquables sur ďautres notions de meme niveau. Ces resultats, semblables a ceux obtenus chez les enfants europeens, viennent renforcer ľhypothese de connexions entre notions operatoires, rendues possibles grace a une structure de groupement qui leur est commune. En comparant le devoloppement de la notion ďinclusion chez les enfants baoules et europeens, on constate un ďcalage temporeľ de 2 ans environ. ľ'absence ďapprentissage tres rapide ('actualisation') indiquc que ce decalage se situc probablement au niveau de la competence et non seulement de la performance. ľeffet ďapprentissage est suffisant pour reduire et meme supprimer cc decalage.
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