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Hay que destacar también, junto a la ausencia de inferencias, la certidumbre en casos de información insuficiente. En el nivel II B (8-9 años) ya no se hacen preguntas redundantes, sin embargo las inferencias todavía presentan ciertas lagunas: VIL (8; 11) supone en I que es el cuadrado grande y blanco: -¿Estás segura? -Un poquito (a 1/10). -Es grande. ¿Ya estás algo más segura? -No lo sé (deja la ficha en 1/10). -Te diré además que es cuadrado. ¿Ahora estás más segura? -No, lo dejo (a 1/10). -De acuerdo.

A ver un momento. J me da 2 ... No, yo tengo 6 más. Ella me da 2, es el mismo sistema, y eso hace 4 más. Además recibo 2, otros 2 de ti ( = otro sistema) con lo que tengo 2 más que ella, y esto suma 6. -Habías dicho 8. -Es que me he embrollado. -Ahora s·erán tres montones otra vez. De tu montón das 2 a la niña y 2 a mí. ¿Cuántos tengo más que tú? omento: ¡6! -¿Por qué? -Porque se me van 4 (con relación a J), lo que ya hace 4 de menos que tú, y luego como te doy 2 a ti, resulta que tienes 2 de más, mientras que yo tengo 6 de menos.

Cuántos hay que dar a B? -Creo que S (luego 6. >n ¡pero no = 2n). -Hay dos cajas de chocolatinas exactamente iguales. Te doy un chocolate y te comes todos los demás. Te comes todos los tuyos más el que te he dado. ¿Cuántos comes de más? -No lo pue- do saber porque no los puedo contar. PHA (6; 8), para 3/5, cuenta y transfiere 1 B a A y vuelve a contar 4 = 4 pero, para «otra ,manera» se limita a poner 1 X en A, de donde 4/5, luego agrega 1 A. Para A= B = n (ocultos), pongo 2 A en B. ¿Cómo añadir en A?

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Las formas elementales de la dialectica by JEAN PIAGET

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