The encoding and decoding of symbols by children: A new experimental paradigm and a neo-Piagetian model

Abstract

A semantic-pragmatic model for problem-solving and symbolic behavior is offered in which Piaget's cognitive-developmental variable is conceptualized as a quantitative construct, the central computing space M. A new sort of concept attainment or decoding-encoding experimental paradigm based on the model is developed and an experiment on 5-, 7-, and 9-year-olds is reported. The experimental design includes three factors: chronological age, mode of representation (verbal vs. gestural), and semanticpragmatic task complexity (decoding vs. encoding). The Piagetian predictions are upheld contradicting alternative predictions which follow from Bruner's model. Finally, the new model is applied to explaining the Piagetian classinclusion data and also the data of inferential behavior recently reported by Kendler and Kendler.