Lecture 10 – Mar 26 2012
Concrete vs Abstraction
Moving towards scientific method
The scientific revolution (inversted)
• It involves using scientific reasoning to explain certain phenomena
• Use Unfamiliar to explain familiar
o Ex. Atoms are the building blocks of things around us
Piaget – terminal stage of development, when one can reason scientifically,
development stops and and is halted.
Concrete Operational child does opposite, and moves from actual to possible, taking
what is known to explain the unknown. Comon sense reasoning is similar to
concrete operational stage.
Using the example of
Sam Tom Susan
(Married) (Unmarried or unmarried)Unmarried
Sam looks at Tom, Susan looks at Tom. Who you attempt to know more about?
Most people would answer and pick Tom, people would say you need to know more
Most people move from Actuality (knowing) Possible
But you could also use Possible Actuality ( Knowing), the 2 option is the
scientific method, and the objective method that looks for possible and discover
new information. However most people select the
The point here is that there is more continuity, people engage in more common
sense reasoning than scientific reasoning.
There is a monolithic change of model of the mind.
The table of possibilities
Concrete Operational Child (COC) Ivy Quach
All the variables are conflated together and you jump to conclusions
Formal Operational Child (FOM)
Piaget suggest that this stage is the final stage of qualitative change. However
Piaget can’t explain the common sense reasoning that occurs.
People do bad on abstract reasoning when you present them with a scenario,
however if you make it concrete with (actual example) people do better.
This is known as the Content Effect, where you simplify the scenario and give
Metasystemic Reasoning ( Common & Richard, 2007)
Formal System – you can’t derive strong logic from weak logic, but you can get
strong logic by adding axioms to our system. You can’t get stronger logic from
working in the same system.
You would need to transcend & integrate.