Understanding Proportionality: A Comparison of Different Models of Cognitive Development

Abstract

Investigations of two different models of thinking and intellectual development are reviewed. One model is based on assumptions of the deterministic model of structural learning by Scandura and corresponds to findings of Inhelder and Piaget. The other is a generalization of the probabilistic latent trait model of Rasch and corresponds to theories in which cognitive development is described as gradual, quantitative change. Both models make it possible to test hypotheses about cognitive operations used in solving tasks. The models are compared on the basis of the plausibility and theoretical relevance of their differing psychological assumptions and by means of data of two experiments with balance scale tasks. In experiment I data on 949 pupils, aged 11 to 16, were gathered by means of a paper and pencil test. In experiment II the task solution behavior of 32 pupils, aged 9 to 13, who were tested individually, was recorded.

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