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A comparison of children's performance on different linear-ordering tasks

S Sowden1, M Blades

  • 1Department of Psychology, University of Sheffield, United Kingdom.

The Journal of Genetic Psychology
|December 1, 1994
PubMed
Summary

Four-year-old children successfully completed linear-ordering tasks, indicating that sequencing abilities develop earlier than previously thought. This challenges earlier findings on children

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Area of Science:

  • Cognitive Development
  • Child Psychology
  • Developmental Psychology

Background:

  • Previous research on children's linear-ordering tasks presented conflicting findings.
  • Piaget and Inhelder (1956) suggested ordering abilities develop later, while Brown and Murphy (1975) indicated earlier development.

Purpose of the Study:

  • To investigate the discrepancy in findings between Piaget and Inhelder (1956) and Brown and Murphy (1975) regarding children's ordering task performance.
  • To assess the impact of varying instructions and layout types on 4-year-olds' linear-ordering abilities.

Main Methods:

  • Twenty-two 4-year-old children participated in a linear-ordering task.
  • The task was based on Piaget and Inhelder's (1956) clothesline arrangement task.
  • The study manipulated the type of instructions provided and the visual layout of the task.

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Main Results:

  • Children performed equally well regardless of the instructions given.
  • The type of layout significantly affected performance (p < .01).
  • Overall, the children demonstrated a high level of success in the task.

Conclusions:

  • The findings support Brown and Murphy's (1975) conclusions that linear-ordering abilities are acquired earlier than Piaget and Inhelder (1956) suggested.
  • Layout is a more critical factor than instructional type in this specific linear-ordering task for 4-year-olds.