Performance of Institutionalized and Community-Active Old Persons on Concrete and Formal Piagetian Tasks

Abstract

This study investigates the effects of age, level of education, and institutionalization on the development of logical thinking. Seven Piagetian tasks, encompassing three levels of difficulty, were administered to thirty-four persons sixty-eight years of age or older. A significant positive relationship was found between success on task and educational level. With education controlled, Community-active elders performed significantly better than Institutionalized elders. Within the limitations of a cross-sectional design, results supported the hypothesis that cognitive abilities in old age retain an orderly structure.

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