Affiliation:
1. University of Victoria
Abstract
Performance on specific conservation tasks, logical and infra-logical grouping were repeatedly monitored for 83 boys and girls during Grade 1. The test-retest effects of the selected Piagetian interviews were also explored. Sizeable cognitive growth occurred during the first year of formal education; Grade 1 girls generally showed better cognitive development than the boys. The results did not indicate significant test-retest effects for the six tasks.
Cited by
1 articles.
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