Gash H. (1982) Associated structures: Class inclusion and role-taking. Journal of Genetic Psychology 141: 155–166.
Associated structures: Class inclusion and role-taking.
Journal of Genetic Psychology 141: 155–166.
This training study investigated the Piagetian hypothesis of structural association between class inclusion and a form of role-taking. Ss were 72 Irish fiveand seven-year-old children and 72 French sixand seven-year-old children. Training was based on disequilibration. Role-taking training, successful only with seven-year-olds, significantly increased class inclusion scores at this age level: Successful class inclusion training did not augment role-taking scores significantly. It is concluded that class inclusion structures are embodied in this form of role-taking. Relevance: This paper was conceived when I worked with Charlie Smock and Ernst and it was designed to see how Piaget’s theory about the emergence of cognitive structures during the concrete operational period showed, or did not show, mutual influences of underlying structures. In other words, did development of classification structures help role-taking ability? I was anxious to show some mutual influence, whereas the data actually show a clear developmental sequence. (I think in retrospect if I had been anxious to disprove Piaget’s assertions I would have had an easier time publishing it in the best journals! That however, was politically incorrect as a post-doc with Charlie Smock and of course, Ernst was very pro-Piaget.