I love the "it's not fair because you have 2 and I have 1"-test.... it's the reasoning behind why kids break other kids toys if they have the same boy but one is broken... It's lovely
People criticizing this test obviously don't get it. It's not about "leading questions" or "intonation". It's a Piaget test. The whole point is that at certain ages there are different levels of cognitive and reasoning ability. So, basically, the intonation, or "leading quality" of the question means little to nothing. If you ask a normally developed adult or teenager the same questions with the same leading quality or tone it WOULDN'T MATTER. They would still answer "yeah, they're both equal. Why are you trying to make it sound like they aren't?" That's the POINT. A certain level of cognitive and observational ability wouldn't be able to be swayed by the tone of question.
@2:55, the boy was able to verbalize the talker/wider difference. He was so close to seeing the answer. At this point, the leading question was what stopped the light bulb💡.
2nd grader and up she asks: "are they still even." Below that she asks: "Which one has more." I don't know about you, but when I was a kid I always assumed older people knew wayyyy more than me. So when they ask: "which one has more" then I will blindly accept that one has more than the other, since that is what the question implies. Then it makes logically the most sense to say that the one that was just altered is the one that now has 'more'. Also, kids do not necessarily know how she is referring to 'more' in this case. 'More' length? 'More' volume? The kid at 2:55 was clearly struggling with this. He knew exactly what was going on though.
You're demonstrably wrong on this one. A small child is far less confident in their observations if they do not match others. It very much makes a difference and it's proven by countless results of adjusted Piaget tests.
A couple of months ago, i did this experiment to a friend's child. He called me afterwards to see if he should seek help for his child's disability. Let's clarify this. This is normal. Sure, some kids may be further along at the same age, but it doesn't mean your child is disabled. Just be patient, most kids are in the same boat as yours.
This is slightly flawed. The words expressed by the kids may not be truly reflective of their ideas. The rows of starburst. when she expands the first row and asks if its the same amount or if the rows are still the same, the child may interpret what she's saying as are the two lines equal. to the child they may not be expressing quantity, rather the relative size of the row.
I think it's a language thing.. they are pointing to the taller one because they thing of 'more' as taller, however not necessarily more volume. Maybe she should ask which one they would like to drink after a run around the playground! Would probably be more effective.
@2:55, the kid here is so close. I think that the questions asked are too leading at this point. He was able to see and verbalize the taller/wider problem. He was very close to the logical answer.
Consistency is the key, you're best off asking the same question in each trial, using the same wording, and using open ended questions, rather than specifically asking if one glass has more than the other. You'l get more accurate results
Alice B Bingo. This particular experiment has some flaws in the inconsistent wording of the question. The boy @2:55 was able to verbalize the taller/wider difference. A consistent question, Which one has more? is a better wording for the question, in question.
I instantly said alone, outloud, "They did it wrong" when she asked the kid "Now which one has more?" The point is that you are supposed to not lead the kid to choose any choice any more than any other choice and let them decide to show their understanding. Once you lead the question, you are more likely to get a certain response and the experiment is faulty. I also realize this video is over 7 years old, and that it doesn't matter anymore.
so the mistake was done only with the youngest ones and after a professor probably reviewed the material they fixed it with older kids. it's true that they made a mistake, but that id also a learning opportunity and should be seen as such, they are obviously not scientists.
I think you got the point about the diferent questions, but its by doing and mistaking that we learn the best. I liked your video and it's a good initiative too. Keep it on !
Even the experimenter girl referred to the taller glass as "bigger" lol. Sometimes it's hard for adults to internalize even such simple concepts. That's just how our "fast thinking" works.
1st grade has to be fucking kidding, i started smoking they're age and if i was bying a cigaret or a beer and a clark showed me a half broken cigaret to full or half a long bottle and a full small one i would tell him to stop fucking around and wasting my time in Russian, and go have fun with my friends smoking and drinking lol that being said i agree with others, she is very beautiful
Maybe the schools are keeping these kids stupid. Maybe we should teach kids a little earlier about these things. This is stuff a four-year-old can understand if taught.
I think the way you ask the question might change the child's response. If you ask "which one has more" it's implying that one must be more so even if they thought they had the same, they would still give a wrong response.
Exactly as I said, it's a very good experiment. But poorly executed. The instructor is guiding the subjects to give the answers they expect, answering for them. That's not good science.
***** Exactly, she is using the tertium non datur fallacy which kids will not be able to avoid. They will point at one of the cups which "has more" because those are the only options. They don't get the option to say it's the same. They are being forced to give a wrong answer.
You can you formulate the questions better to get a correct answer? or do they all get it right if you ster them in the correct direction like. -count the pieces.
seems that kids simply associate "bigger" with "more" however it looks like they somehow can do correct calculations when it involves personal gain. if you let them choose which item to take they make better calculations which one has more value.
You changed your wording once you got to older students. Instead of asking which had more, you asked them if they were still equal. Which might impose them to think they are equal, where as the other has a choice. That might of affected the results you got.
I believe this experiment is flawed, because in my point of view, even in most tests, the way they are asking is like giving them only two options. To elaborate ( The question gives the child an impression that one must have more rendering the third possibility (i.e. being equal) non-existent) I believe a better test would be to ask Say, does this beaker (say beaker A) have "more","Less", or no difference than the alternate beaker.
This is really interesting however I think you are leading the questions. If you ask 'which one has more?' a child is more likely to try and answer the question by suggesting one of the glasses. It would be more indicative to ask '*point to one glass*does this one have more? *point to the other glass* does this one have more? or do they have the same amount?'
Obviously there is something to be learned from these results, which turn out time and time again, but I highly doubt that it has anything to do with the understanding of mass as it is concluded. In my opinion is supports that 1) children lack the clear definitions of scientific terms such as "equal" up until a certain age. 2) children follow the lead of grown ups, and does not yet have the skeptical mind to see through trick questions like these.
1. It's not about mass or "equal" (although "equal" is a little tricky). It's about object permanence and how moving something, or transferring something, doesn't change its mass. It's about cognitive comprehension
i think it goes to show that kids can't really think in the abstract as well as an older person. heck even some older people still have trouble thinking outside of their own perspective.
A negative comment on Piaget's theory is that during his experiments, including this one, the adolescent asks a, in the eyes of the child, out of the ordinary question. Some children do in fact realize that they both have the same amount of juice, but because an older person, someone with authority over them, asks which one has more juice instead of also asking whether they contain the same amount of juice or not, they feel like giving the illogical answer is the correct way.
When you ask "is it fair that you have one and i have two" just being bias, you are indirectly telling them this is not fair. That study just failed i'm afraid. Be an experimenter perhaps you need to ask them more gently and be more careful how you word the question unfortunately.
What? You see different levels of development between kids of both genders in the same age bracket. That one first grade boy at 2:46 was able to differentiate that volume change made a difference and that the wider it was also had a role in how much juice was in the flask, but probably didn't understand the question to the fullest extent. The cognitive differences between boys and girls are so subtle and small that it's probably not even a product of development.
I love the "it's not fair because you have 2 and I have 1"-test.... it's the reasoning behind why kids break other kids toys if they have the same boy but one is broken... It's lovely
People criticizing this test obviously don't get it.
It's not about "leading questions" or "intonation". It's a Piaget test.
The whole point is that at certain ages there are different levels of cognitive and reasoning ability.
So, basically, the intonation, or "leading quality" of the question means little to nothing.
If you ask a normally developed adult or teenager the same questions with the same leading quality or tone it WOULDN'T MATTER. They would still answer "yeah, they're both equal. Why are you trying to make it sound like they aren't?"
That's the POINT. A certain level of cognitive and observational ability wouldn't be able to be swayed by the tone of question.
@2:55, the boy was able to verbalize the talker/wider difference. He was so close to seeing the answer. At this point, the leading question was what stopped the light bulb💡.
2nd grader and up she asks: "are they still even."
Below that she asks: "Which one has more."
I don't know about you, but when I was a kid I always assumed older people knew wayyyy more than me. So when they ask: "which one has more" then I will blindly accept that one has more than the other, since that is what the question implies. Then it makes logically the most sense to say that the one that was just altered is the one that now has 'more'.
Also, kids do not necessarily know how she is referring to 'more' in this case. 'More' length? 'More' volume? The kid at 2:55 was clearly struggling with this. He knew exactly what was going on though.
You're demonstrably wrong on this one.
A small child is far less confident in their observations if they do not match others.
It very much makes a difference and it's proven by countless results of adjusted Piaget tests.
I can think of some adults who'd fail this test
people are greedy & would screw over their own family for $20 is what I got from this video
Many of them watch youtube way too much... lol
I love studying child development. :-) It gives you an appreciation of how we take our rational experience of life for granted sometimes.
A couple of months ago, i did this experiment to a friend's child. He called me afterwards to see if he should seek help for his child's disability.
Let's clarify this. This is normal. Sure, some kids may be further along at the same age, but it doesn't mean your child is disabled.
Just be patient, most kids are in the same boat as yours.
Then why is it tested
one of the children in the 1st grade got most of the answers right as opposed to his other 1st grade peers.. smart kid hell turn out to be!
This is slightly flawed. The words expressed by the kids may not be truly reflective of their ideas. The rows of starburst. when she expands the first row and asks if its the same amount or if the rows are still the same, the child may interpret what she's saying as are the two lines equal. to the child they may not be expressing quantity, rather the relative size of the row.
I think it's a language thing.. they are pointing to the taller one because they thing of 'more' as taller, however not necessarily more volume. Maybe she should ask which one they would like to drink after a run around the playground! Would probably be more effective.
@2:55, the kid here is so close. I think that the questions asked are too leading at this point. He was able to see and verbalize the taller/wider problem. He was very close to the logical answer.
Hold the camera steady!
who else thinks she's really cute?
4:18 what you staring at me for 😂😂😂
4:18
That kid in the background is gonna grow up to be a savage 😂
Consistency is the key, you're best off asking the same question in each trial, using the same wording, and using open ended questions, rather than specifically asking if one glass has more than the other. You'l get more accurate results
"Are they still equal" and "wich one is bigger" its a really different question.
Alice B
Bingo. This particular experiment has some flaws in the inconsistent wording of the question. The boy @2:55 was able to verbalize the taller/wider difference. A consistent question, Which one has more? is a better wording for the question, in question.
I instantly said alone, outloud, "They did it wrong" when she asked the kid "Now which one has more?" The point is that you are supposed to not lead the kid to choose any choice any more than any other choice and let them decide to show their understanding.
Once you lead the question, you are more likely to get a certain response and the experiment is faulty.
I also realize this video is over 7 years old, and that it doesn't matter anymore.
okay, but the kids first said that they in fact no longer have the same amount. meaning, one must have more
so the mistake was done only with the youngest ones and after a professor probably reviewed the material they fixed it with older kids. it's true that they made a mistake, but that id also a learning opportunity and should be seen as such, they are obviously not scientists.
I think you got the point about the diferent questions, but its by doing and mistaking that we learn the best. I liked your video and it's a good initiative too. Keep it on !
Even the experimenter girl referred to the taller glass as "bigger" lol. Sometimes it's hard for adults to internalize even such simple concepts. That's just how our "fast thinking" works.
this is nice experiment but poor conduct very very poor
1st grade has to be fucking kidding, i started smoking they're age and if i was bying a cigaret or a beer and a clark showed me a half broken cigaret to full or half a long bottle and a full small one i would tell him to stop fucking around and wasting my time in Russian, and go have fun with my friends smoking and drinking lol that being said i agree with others, she is very beautiful
Making them look retared one child at a time....
The interviewer is cute. Just sayin.. lol
- "are they even now? And by that I mean "are you stupid"?
- Yes.
Test Trump for interesting and meaningful results, leave the damn kids alone.
Maybe the schools are keeping these kids stupid. Maybe we should teach kids a little earlier about these things. This is stuff a four-year-old can understand if taught.
"What you starin at me for?!"
who is she and why so beautiful ?
I think the way you ask the question might change the child's response. If you ask "which one has more" it's implying that one must be more so even if they thought they had the same, they would still give a wrong response.
I thought that too, she asks the question differently although it may have ended up the same anyway...
That's correct, and depends on the child's definition of "more".
they did it in other experiments, and still got the exact responses due to the lack of conservation in Preoperational stage (2-7 years).
Douglas West not its not correct lol
trolling kids chapter 1.
5:34 this boy is smart! Even on water test too
Bad execution of a good experiment. Super biased.
It's a replica of Piaget's experiment, using the same verbal instructions.
Is this the western education? SHIT
OneMileyCyrusFanVlog How right you are! That IS the problem. No doubt, Piaget was a pioneer - but one of HIS time ...
Exactly as I said, it's a very good experiment. But poorly executed. The instructor is guiding the subjects to give the answers they expect, answering for them. That's not good science.
***** Exactly, she is using the tertium non datur fallacy which kids will not be able to avoid. They will point at one of the cups which "has more" because those are the only options. They don't get the option to say it's the same. They are being forced to give a wrong answer.
are u a teacher? *o*
These kids need an attorney to help them with the leading questions.
that black girl isn't below 5 yrs
I still struggle with this now :)
That's how marketing works.
Confirmed: Kids are stupid.
wheres the accent from ?
You can you formulate the questions better to get a correct answer? or do they all get it right if you ster them in the correct direction like. -count the pieces.
What is this teaching or testing?
i agree. you are changing the way you ask the question because you expect them to answer it a certain way.
Carrie Leigh I think that's you opinion and feelings, but careful not to get over emotional now
seems that kids simply associate "bigger" with "more" however it looks like they somehow can do correct calculations when it involves personal gain.
if you let them choose which item to take they make better calculations which one has more value.
You changed your wording once you got to older students. Instead of asking which had more, you asked them if they were still equal. Which might impose them to think they are equal, where as the other has a choice. That might of affected the results you got.
I believe this experiment is flawed, because in my point of view, even in most tests, the way they are asking is like giving them only two options. To elaborate ( The question gives the child an impression that one must have more rendering the third possibility (i.e. being equal) non-existent) I believe a better test would be to ask Say, does this beaker (say beaker A) have "more","Less", or no difference than the alternate beaker.
This is really interesting however I think you are leading the questions. If you ask 'which one has more?' a child is more likely to try and answer the question by suggesting one of the glasses. It would be more indicative to ask '*point to one glass*does this one have more? *point to the other glass* does this one have more? or do they have the same amount?'
Obviously there is something to be learned from these results, which turn out time and time again, but I highly doubt that it has anything to do with the understanding of mass as it is concluded. In my opinion is supports that
1) children lack the clear definitions of scientific terms such as "equal" up until a certain age.
2) children follow the lead of grown ups, and does not yet have the skeptical mind to see through trick questions like these.
1. It's not about mass or "equal" (although "equal" is a little tricky). It's about object permanence and how moving something, or transferring something, doesn't change its mass.
It's about cognitive comprehension
i think it goes to show that kids can't really think in the abstract as well as an older person. heck even some older people still have trouble thinking outside of their own perspective.
A negative comment on Piaget's theory is that during his experiments, including this one, the adolescent asks a, in the eyes of the child, out of the ordinary question. Some children do in fact realize that they both have the same amount of juice, but because an older person, someone with authority over them, asks which one has more juice instead of also asking whether they contain the same amount of juice or not, they feel like giving the illogical answer is the correct way.
Part of the experience though may be for them to be able to tell you that none has more even if you asked for the one which which has more.
no self serve
drives me nuts that she changed the questions... which one has more vs. are they still equal...
It's funny how confused they get. Hahaha.
That last kid was trolling them :D
i was doing my hw and some how im here now...
this was so interesting to see. Thank you🤗
Thank you for this video. It's usefull for tearher like me
amaHistory!!! wa!! baba
i got every single question right!
When you ask "is it fair that you have one and i have two" just being bias, you are indirectly telling them this is not fair. That study just failed i'm afraid. Be an experimenter perhaps you need to ask them more gently and be more careful how you word the question unfortunately.
1:18 Macaiyla and Tyler1 hahaha
my parents taught me better.
9:00 that girl is like 16+ lawl
You must be new to the internet.
the girl giving the test is cute.
little girl at 4:11 is smart!
girls developing faster than us gutter thugs as usual
What? You see different levels of development between kids of both genders in the same age bracket. That one first grade boy at 2:46 was able to differentiate that volume change made a difference and that the wider it was also had a role in how much juice was in the flask, but probably didn't understand the question to the fullest extent. The cognitive differences between boys and girls are so subtle and small that it's probably not even a product of development.
Psychologists love repeating the easy experiments. It makes them feel comfortable.
This experiment is done incorrectly. You were supposed to ask them if the juice has the same level not which one has more juice