Jamal, who is 10, can think about things in a way that his 6-year-old brother Yovani can’t.

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October 7, 2020
SA Unit 2 Discussion Topic 1
October 7, 2020

Jamal, who is 10, can think about things in a way that his 6-year-old brother Yovani can’t.

Jamal, who is 10, can think about things in a way that his 6-year-old brother Yovani can’t. Jamal can reason logically and perform   

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operations

seriations

transitivities

 , mental actions that can be reversed. Last week, Jamal and Yovani’s mother realized that both the cups she had poured their juice into were chipped. She therefore had to pour the juice into plastic cups, which were larger. When this happened, Yovani said, “We have more juice now!” Jamal  

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agreed, saying “Yes, we do!”

explained, “the cup is bigger, but it’s still the same amount of juice”

asked his mother why Yovani got more juice than he did

 . This is because 

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Jamal can focus on many aspects of an object, while Yovani can just focus on one

both Yovani and Jamal can only focus on one aspect of an object at a time

Yovani can focus on many aspects of an object, while Jamal can only focus on one

 . Also, from this example it seems that Jamal can  

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order stimuli along a quantitative dimension

mentally reverse actions

logically combine relations to understand certain conclusions

 . Jamal’s reaction to the juice being in different cups illustrates that he can apply the concept of  

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seriation

transitivity

conservation

 , while Yovani can’t.        While Jamal and Yovani were cleaning their room, Jamal suggested that they should organize their toy trucks from largest to smallest. Yovani sorted his into two piles: one for large trucks, and one for small trucks. Jamal, however, ordered his individually by size, starting with the largest truck and ending with the smallest. Jamal’s ability to do this is known as  

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seriation

transitivity

conservation

 , or 

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logically combining relations to understand certain conclusions

ordering stimuli along a quantitative dimension

dividing things into different sets or subsets and considering their interrelationships

 .        Yesterday, Jamal’s aunt Paula came to visit. Jamal’s mother told her about the new projects she was taking on for work. Paula said, “That’s my sister, always working hard.” Yovani didn’t understand how his mother could also be Paula’s sister. Jamal, however, had no problem with this idea. This is because Jamal can reason using  

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seriation

transitivity

classification

 , while Yovani can’t. In other words, Jamal can  

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logically combine relations to understand certain conclusions

order stimuli along a quantitative dimension

divide things into different sets or subsets and consider their interrelationships

 , but Yovani can’t.        Jamal and Yovani helped their father with the grocery shopping this morning. Their father asked them to pick out some cereal. The boys couldn’t decide between a large box of Sugar-Os, a slightly smaller box of Oat Crunch, and a very small box of Choco Rice. To help them decide, their father told them that buying the box of Oat Crunch didn’t make much sense, since it was smaller than the Sugar-Os. Jamal put the Oat Crunch and the Choco Rice back on the shelf, but Yovani didn’t understand why they should put the Choco Rice back. Jamal told him, “The Sugar-Os are bigger than the Choco Rice.” Even though Jamal didn’t compare the sizes of the boxes of Sugar-Os and the Choco Rice, he understood that the Choc Rice was smaller than the Sugar-Os because he applied  

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seriation

transitivity

classification

 , which is the ability to  

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logically combine relations to understand certain conclusions

order stimuli along a quantitative dimension

divide things into different sets or subsets and consider their interrelationships

 .        From the examples above, Piaget would classify Jamal as being in the 

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symbolic function substage

peoperational stage

concrete operational stage

 , and Yovani as being in the   

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symbolic function substage

preoperational stage

concrete operational stage

 . However, critics of Piaget would insist that the boys’  

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education and culture

concrete and abstract operations

attention, memory and strategies to process information

 have more influence on their development than any innate stages. Another view, that of the Neo-Piagetians, would probably place more emphasis on Jamal’s and Yovani’s use of   

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education and culture

concrete and abstract operations

attention, memory and strategies to process information

 .

 

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