van der Maas H L, Molenaar P C
Department of Developmental Psychology, University of Amsterdam, The Netherlands.
Psychol Rev. 1992 Jul;99(3):395-417. doi: 10.1037/0033-295x.99.3.395.
In this article an overview is given of traditional methodological approaches to stagewise cognitive developmental research. These approaches are evaluated and integrated on the basis of catastrophe theory. In particular, catastrophe theory specifies a set of common criteria for testing the discontinuity hypothesis proposed by Piaget. Separate criteria correspond to distinct methods used in cognitive developmental research. Such criteria are, for instance, the detection of spurts in development, bimodality of test scores, and increased variability of responses during transitional periods. When a genuine stage transition is present, these criteria are expected to be satisfied. A revised catastrophe model accommodating these criteria is proposed for the stage transition in cognitive development from the preoperational to the concrete operational stage.
本文概述了分阶段认知发展研究的传统方法论途径。基于突变理论对这些途径进行了评估和整合。特别地，突变理论为检验皮亚杰提出的不连续性假设规定了一组通用标准。不同的标准对应于认知发展研究中使用的不同方法。例如，这些标准包括发展中的飞跃的检测、测试分数的双峰性以及过渡时期反应变异性的增加。当存在真正的阶段转变时，预计这些标准会得到满足。针对从前运算阶段到具体运算阶段的认知发展阶段转变，提出了一个容纳这些标准的修正突变模型。
