ABSTRACT
This chapter focuses on a few general methodological aspects of learning studies done expressly to test elements of Jean Piaget’s theory. Primarily, Piaget-relevant learning studies differ from each other in the number of variables used in the teaching procedure. In the Genevan learning studies, the teaching procedures were less standardized with the exception of P. Greco’s condition. The early Piaget-relevant learning studies all differed in the way the experimenters operated. The newly acquired problem solutions in Piaget-relevant learning studies give rise to much speculation regarding the thought processes that underlie these solutions. Piaget’s view of the frequently applied criterion of durability was that when a thought structure had developed spontaneously and had reached a state of equilibrium, it is durable. A criterion used in some of the older studies in the field is suddenness of change from a chance distribution of correct answers to all correct answers during the learning process.
