ISSN 0439-755X
CN 11-1911/B

Acta Psychologica Sinica ›› 2021, Vol. 53 ›› Issue (9): 960-975.doi: 10.3724/SP.J.1041.2021.00960

• Reports of Empirical Studies • Previous Articles     Next Articles

Dynamic adaptation of the Inventory of Piaget’s Developmental Task (IPDT) and the application for children with low socioeconomic status

ZHANG Lijin1,2,3(), BAO Qing1,4, CHEN Lei5, LIANG Yuan1   

  1. 1School of Psychology, Shaanxi Normal University, Xi’an 710062, China
    2Shaanxi Key Research Center of Child Mental and Behavioral Health, Xi’an 710062, China
    3Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Xi’an 710062, China
    4School of Journalism and Communication, Ningxia University, Yinchuan 750021, China
    5Childhood Development Centre, Beijing CAS Ospire Educational Technology & Investment Co., Ltd., Beijing 100080, China
  • Received:2020-07-28 Published:2021-09-25 Online:2021-07-22
  • Supported by:
    general project of Humanities and Social Sciences Research of the Ministry of Education(18XJA190001);major achievement cultivation project of China basic education quality monitoring collaborative innovation center of Beijing Normal University(2019-05-019-BZPK01)

Abstract:

The conservation and relationship domain of the Inventory of Piaget’s Developmental Tasks (IPDT) has been dynamically adapted to assess the potential of children in the first grade of primary school. On this basis, the purpose of this study is to construct a dynamic test in the domain of IPDT images, classification, and laws, and to assess the cognitive potential of children with low socioeconomic status (SES) using the constructed IPDT dynamic test; after the inferential cognitive intervention for the children with low SES, the effect of cognitive intervention on the cognitive ability and mathematical achievement of the children with low SES was further investigated. The results showed that: (1) the dynamic test in the domain of characterization, classification, and laws of IPDT includes four steps of “pretest-intervention-migration-posttest”, and the proposed step-by-step intervention scheme is reasonable and appropriate, effectively distinguishing the children with different cognitive potential levels, especially the disadvantaged children; (2) reasoning cognitive intervention has different effects on the low SES children with different cognitive potential levels which were carefully distinguished by IPDT dynamic test; despite improvements in both cognitive ability and mathematical achievement, children with low SES and high potentials benefited more from the intervention than children with low SES and low potentials.

Key words: dynamic test, low socioeconomic status (low SES), Inventory of Piaget’s Developmental Tasks (IPDT);, zone of proximal development (ZPD), cognitive potential