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Psychology 16 Online
zarkam21:

Explanation on this: Piaget believed, however, that because young children are not yet capable of true mental operations, they cannot engage in genuine cause-and-effect reasoning. He claimed that instead of reasoning from general premises to particular cases (deduction) or from specific cases to general principles (induction), young children think transductively, from one particular to another. As an example, he described how his young daughter missed her customary nap one afternoon and remarked, “I haven’t had a nap, so it isn’t afternoon.” As a consequence of such reasoning, young children are likely to confuse cause and effect. Because he believed that transductive reasoning precedes true causal reasoning, Piaget referred to this aspect of young children’s thinking as precausal thinking

zarkam21:

Don't understand this.

zarkam21:

@Vocaloid

Vocaloid:

Piaget believed that young kids haven't learned mental operations (ways to process information and draw conclusions, etc) and therefore can't determine true cause and effect relationships, can't do deduction, can't do induction instead they do transduction (basically, disorganized, non-systematic ways of connecting ideas and drawing conclusions) he uses the example of a child concluding “I haven’t had a nap, so it isn’t afternoon." as an example of transduction (making an illogical cause and effect relationship) to illustrate how children mess up cause and effect

Vocaloid:

he calls this type of reasoning "precausal thinking" because it comes before causal thinking in a child's mental development

Vocaloid:

hope that makes more sense

zarkam21:

Yes it does. could you just explain deduction & induction

Vocaloid:

from the original passage --> He claimed that instead of reasoning from general premises to particular cases (deduction) or from specific cases to general principles (induction), basically when you use deduction you use a general idea to make a conclusion about a specific case, like, starting with the pythagorean theorem to calculate the leg of one particular triangle induction is the opposite, you start with the specific example and use it to make a general idea (like, you could plug in values into some unknown function and try to determine what the function is based on the results)

Vocaloid:

basically he's trying to argue that kids don't do these logical, organized, sophisticated thought processes, but instead use transduction which doesn't really fit into either category

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