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Reviews: Piaget, Jean. The Mechanisms of Perception. New York: Basic Books, 1969. xxix + 384 pp.:

Reviews: Piaget, Jean. The Mechanisms of Perception. New York: Basic Books, 1969. xxix + 384 pp.: Reviews vestigate children's interpretations of ask. Only case 3 test sen­ tences (wh- clause, subject omitted) were used, for example: The boy asks the girl what shoes to wear. Responses to case 3 sentences provide for distinguishing among the three upper levels of ask/tell differentiation. It is only half true that "Cases 1 and 2 do not lend themselves to illustration, and cannot so easily be explored with pictures " (p. 101). Case 1 test sentences (wh- clause, subject supplied, for example: The boy asks the girl what shoes he should wear) could easily have been used with the identical set of pictures. The advan­ tage of adding case 1 materials would be to allow for distinguishing between the two lower levels of ask/tell differentiation. Although some ambiguity might be introduced, devising illustrations for case 2 (noun phrase) test sentences is possible (for example: The boy asks the girl the time; or, The girl asks the boy the name of his dog). A full-range instrument paralleling the interview is not central to the question which elicited the alternate case 3 procedure, but the feasi­ bility of the instrument should not be denied. Practical implications of the study for education http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Reviews: Piaget, Jean. The Mechanisms of Perception. New York: Basic Books, 1969. xxix + 384 pp.:

American Educational Research Journal , Volume 8 (2): 4 – Jun 24, 2016

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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312008002393
Publisher site
See Article on Publisher Site

Abstract

Reviews vestigate children's interpretations of ask. Only case 3 test sen­ tences (wh- clause, subject omitted) were used, for example: The boy asks the girl what shoes to wear. Responses to case 3 sentences provide for distinguishing among the three upper levels of ask/tell differentiation. It is only half true that "Cases 1 and 2 do not lend themselves to illustration, and cannot so easily be explored with pictures " (p. 101). Case 1 test sentences (wh- clause, subject supplied, for example: The boy asks the girl what shoes he should wear) could easily have been used with the identical set of pictures. The advan­ tage of adding case 1 materials would be to allow for distinguishing between the two lower levels of ask/tell differentiation. Although some ambiguity might be introduced, devising illustrations for case 2 (noun phrase) test sentences is possible (for example: The boy asks the girl the time; or, The girl asks the boy the name of his dog). A full-range instrument paralleling the interview is not central to the question which elicited the alternate case 3 procedure, but the feasi­ bility of the instrument should not be denied. Practical implications of the study for education

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

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