Cognitive Equivalence among Elementary School Children: An Analysis from the Age and Gender Perspectives

ABSTRACT

Cognitive equivalence (CE) refers to the logical explanation of similarity, is a significant aspect of cognitive development. This study assesses the influence of age and gender on the CE and its perceptible equivalence (PE) and functional equivalence (FE) dimensions. In this study, we followed a quantitative, descriptive survey approach, and observed participant’s responses in a controlled situation by administering a self-developed pictorial task. Participants comprising 120 elementary school students in West Bengal, India. There were an equal number of male and female students of class I, III and V with a mean age of 6;6 8;5 and 10;65 (Years;Months) respectively. The descriptive mean analysis revealed that students’ PE decreases with age, whereas FE and overall CE increase as age increases, which confirms Piaget’s notions of stage specific developmental changes. Both overall and age-wise, we found female advantage in PE and male advantage in FE. The Mann-Whitney U Test result revealed no significant gender difference in PE, FE, and total CE. The study suggests for provision of a age specific and gender-neutral curriculum and pedagogical practices. Parents, teachers and education policymakers should focus on developing PE at the early stages and FE at later stages of education.

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