Force and WeightIn this third secti

Force and Weight
In this third section, we will focus on force and weight, dimensions that partly were
involved already in the past sections, but only in an implicit and peripheral way. In the domain of weight, the instrument most extensively used has been the balance scale, originally
designed by Inhelder & Piaget (1958) as a means of studying formal operational
reasoning. Since then, the balance scale task has developed into a paradigm per se, a sort
of drosophila in research on children’s intuitive physics, if not on cognitive development
in general. The task exists in several variations and has been studied across all ages: in
infants (Case, 1985 ), preschoolers (Halford, Andrews, Dalton, Boag, & Zielinski, 2002 ;
Siegler, 1978 ; Siegler & Chen, 1998 ), schoolchildren (Amsel, Goodman, Savoie, &
Clark, 1996 ; Ferretti & Butterfi eld, 1986 ; Krist, Bach, Ö nd ü l, & Huber, 2004 ), and
adults (Hardiman, Pollatsek, & Well, 1986 ). It has been used to gather evidence for a
variety of theories in accounting for developmental data: Piagetian (Inhelder & Piaget,
1958 ; Karmiloff - Smith & Inhelder, 1974 ), neo Piagetian (Case, 1985 ; Marini, 1992 ;
Marini & Case, 1994 ) cultural contextualist (Tudge, 1992 ; Weir & Seacrest, 2000 ),
symbolic information processing (Klahr & Siegler, 1978 ; Langley, 1987 ; Newell, 1990 ),
information integration (Surber & Gzesh, 1984 ; Wilkening & Anderson, 1982, 1991 ),
connectionist (McClelland, 1995 ; Schapiro & McClelland, 2009 ), and psychometric
approaches (Jansen & van der Maas, 1997, 2002 ; Wilson, 1989 ). It has also been used
to examine a large range of issues concerning factors that may determine rule use (Amsel
et al., 1996 ; Andrews, Halford, Murphy, & Knox, 2009 ; Ferretti, Butterfi eld, Cahn,
& Kerkman, 1985 ; Halford, Wilson, & Phillips, 1998 ; Tudge, 1992 ; Wilkening &
Anderson, 1982, 1991 ).

Hasil (Bahasa Indonesia) 2:

Angkatan dan Berat
Pada bagian ketiga ini, kita akan fokus pada kekuatan dan berat, dimensi yang sebagian telah
terlibat sudah dalam bagian terakhir, tapi hanya dengan cara implisit dan perifer. Dalam domain berat, instrumen yang paling banyak digunakan telah timbangan, awalnya
dirancang oleh Inhelder & Piaget (1958) sebagai sarana belajar operasional formal
penalaran. Sejak itu, tugas timbangan telah berkembang menjadi paradigma per se, semacam
Drosophila dalam penelitian tentang fisika intuitif anak-anak, jika tidak pada perkembangan kognitif
pada umumnya. Tugas ada dalam beberapa variasi dan telah dipelajari di segala usia: dalam
bayi (Case, 1985), anak-anak prasekolah (Halford, Andrews, Dalton, Boag, & Zielinski, 2002;
Siegler, 1978; Siegler & Chen, 1998), sekolah ( Amsel, Goodman, Savoie, &
Clark, 1996; Ferretti & Butterfi lapangan, 1986; Krist, Bach, Ö ü nd l, & Huber, 2004), dan
dewasa (Hardiman, Pollatsek, & Nah, 1986). Ini telah digunakan untuk mengumpulkan bukti untuk
berbagai teori akuntansi untuk data perkembangan: Piaget (Inhelder & Piaget,
1958; Karmiloff - Smith & Inhelder, 1974), Piaget neo (Case, 1985; Marini, 1992;
Marini & Case, 1994) kontekstualis budaya (Tudge, 1992; Weir & Seacrest, 2000),
pengolahan informasi simbolik (Klahr & Siegler, 1978; Langley, 1987; Newell, 1990),
integrasi informasi (Surber & Gzesh, 1984; Wilkening & Anderson, 1982, 1991),
koneksionis (McClelland, 1995; Schapiro & McClelland, 2009), dan psikometri
pendekatan (Jansen & van der Maas, 1997, 2002; Wilson, 1989). Hal ini juga telah digunakan
untuk memeriksa berbagai macam isu-isu tentang faktor-faktor yang dapat menentukan aturan penggunaan (Amsel
et al, 1996;. Andrews, Halford, Murphy, & Knox, 2009; Ferretti, Butterfi lapangan, Cahn,
& Kerkman, 1985; Halford, Wilson, & Phillips, 1998; Tudge, 1992; Wilkening &
Anderson, 1982, 1991).