Abstract
The effect of a dissonance procedure on equilibration to formal operations was examined by assessing 30 third-grade subjects on response level to a lever-balancing task after training on simple balance and proportional tasks. Typical Piagetian responses were used as indicators of stage level. Subjects who indicated conservation of volume and lack of formal operations for the lever-balance task were randomly assigned to one of three treatment groups: (a) a dissonance procedure, (b) information only, and (c) no information. An immediate posttest for generalization of learning and a delayed posttest for stabilization were administered. Subjects from all groups indicated advanced levels of response which remained through delayed posttests. It was concluded that interaction of the subjects with the measuring instrument was sufficient to facilitate equilibration which masked effect of the dissonance procedure. A more interactive dissonance procedure, elimination of the pretest on balance, and more information on the progression toward the proportionality schema at this age level are suggested.
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