An exploratory study of the relations between aspects of autonomy and concrete operational abilities

The study attempted an exploration of the relation between aspects of autonomy and cognitive development, at the concrete operational stage. This was intended as a contribution to extending Piagetian theory in order to encompass an understanding of variations in cognitive development. Thirty Sub A boys and girls were individually tested on a modified Piagetian Inventory, and a modified sentence completion test of autonomy. The Vineland Scale was administered to their parents, and teachers completed a teacher rating scale of autonomy, developed for this study. Through regression analyses, it was found, in line with previous research, that autonomy was situationally specific. Linkages between some aspects of autonomy and specific areas of concrete operational thinking were also evident. A number of preliminary interpretations were offered for the findings. It was concluded that the linkage between aspects of autonomy and areas of concrete operational thinking could be understood within a Piagetian framework, with implications for a revision of Piagetian theory.

Grantor dc:publisher.institution

Department of Psychology

Year dc:date.issued

1987

Author dc:creator

• Moss-Morris, Beverley

Advisor dc:contributor.advisor

• Slone, Michelle

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/16365

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/16365