A study was carried out by two third year psychology students to investigate Piaget's stage theory. A 4 years old female child was tested in task of comprehension of more and less, followed standard and modified versions of conservation and class inclusion tasks. Results indicated that child exhibited difficulties in both modified conservation and class inclusion tasks despite the removal of some confounds in standard tasks. This infers that children of pre-operational stage do lack the ability to conserve and categorize objects, as predicted by Piaget. Further research need to address children's numerical abilities, as well as attending to perceptive seductions. This research needs to compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task so that perceptive seduction cannot take place.
Child in the preoperational stageMany researchers have been interested in various confounds which are present in Jean Piaget's stage theories.
His studies have postulated that children in the pre-operational stage lack the ability to perform conservation and class inclusion tasks (White, Hayes, Livsey, 2005). The methodologies of the study however, have been criticized by many researchers. Flaws and alternatives found in the standard Piagetian tasks include conversational confusions, perceptual seduction, and linguistic misunderstandings (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). These issues have been addressed with modifications to the standard tasks. Majority of the research have found modified tasks to be better predictors of child's abilities in conservation and class inclusion tasks. (Light, 1986, Siegel, 1978, 2003, Meadows, 1988).
According to Piaget's stage theory, children in the pre-operational stage are non-conservers (White et al, 2005). Their tendency of centration causes them to focus on only one aspect of the problem at a time (White et al, 2005). This implies that they are unable to comprehend that quantitative properties...