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With age comes entry into a higher stage of development. With that being said, previously held schemes (and the children that hold them) are more than likely to be confronted with discrepant information the older they get. Silverman and Geiringer propose that one would be more successful in attempting to change a child's mode of thought by exposing that child to concepts that reflect a higher rather than a lower stage of development. Furthermore, children are better influenced by modeled performances that are one stage above their developmental level, as opposed to modeled performances that are either lower or two or more stages above their level.
<ref>{{Citation |last1=Silverman |first1=Irwin W. |last2=Geiringer |first2=Eva |date=Dec 1973 |title=Dyadic interaction and conservation induction: A test of Piaget’s equilibration model |journal=Child Development |volume=44 |issue=4 |pages=815-820 |publisher=[[Society for Research in Child Development]] |doi=10.1111/J.1467-8624.1973.TB01157.X}}</ref>
<ref>{{Citation |last1=Silverman |first1=Irwin W. |last2=Litman |first2=Ruth |date=Sep 1979 |title=Two tests of Piaget’s Equilibration Model: a replication and an extension |journal=International Journal of Behavioral Development |volume=2 |issue=3 |doi=10.1177/016502547900200302}}</ref>
<ref>{{Citation |last1=Levin |first1=Diane E. |last2=Feldman |first2=David Henry |date=Sep 1979 |title=Peer interaction as a source of cognitive developmental change |publisher=Spencer Foundation, Chicago |place=[[American Psychological Association|APA]] 87th Meeting, New York |id={{ERIC|ED179317}} }}</ref>
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