By Jean Piaget et al.
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CRI (7,10) starts off by trying to knock the two terminal balls against each other and observes that the distance is too great: he then inserts another ball close to the first, moves it to the middle of the bar, strikes the first ball and succeeds. Could you do it differently? ) The small one pushes the big one and the big one pushes too and the black one starts moving, but you do have to push. BOU (8, 10) begins, as at level IB, by suspending an intermediate ball on a long thread and pulling it as far as it will go from left to right, possibly so as to gauge the distance, for she succeeds immediately after moving the intermediate ball towards the centre and replacing it with a larger one: I've put this one on the fourth hook and pushed the first one and the big one has the black, the red one pushed the big one and the big one pushed the black.
Is there a different way? ) The progress from immediate transmission (level IA) to mediate transmission (stage III) raises a greater number of problems than did the ready-made transmission system which we presented to our subjects for the study of causality, and this despite the fact that this system involved immobile intermedia which introduced an extra difficulty. This is because, in the earlier experiments, the grasp of mediate transmission came gradually in the wake of progress in transitivity without our having had to determine how that progress was achieved, while in the present experiments we had to establish the relationship between such progress and the child's own actions.
You have to be very careful to get it in the right place. OLI (8,0): What did you look out for? Where to put the rod (P), so that it doesn't lose touch (with the block) and turns properly. 48 THE TRANSMISSION OF MOVEMENTS Subjects at stage III often add causal explanations to these specifications of the direction and point of impact. Examples FLA (10,9): You push a bit on the side; that's almost like adding a bit of extra weight. As for the transmission, a bit of power passes from one moving body to the next, beginning with the hands.
Succes and Understanding by Jean Piaget et al.
by Charles
4.1