NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Empirical Evidence regarding Relations among a Model of Epistemic and Ontological Cognition, Academic Performance, and Educational Level
Peer reviewed Peer reviewed
Direct linkDirect link
Greene, Jeffrey Alan; Torney-Purta, Judith; Azevedo, Roger – Journal of Educational Psychology, 2010
Models of personal epistemology have not been sufficiently integrated despite conceptual similarities. We attempted to model both dimensional and positional aspects of personal epistemology, as well as examine the domain specificity of these phenomena. The conceptual framework for this study was a new model of epistemic and ontological cognitive…
Descriptors: Construct Validity, Reliability, Scores, Epistemology
Metric Distance Models of Creativity and Children's Appreciation of Figurative Language.
Peer reviewed Peer reviewed
Malgady, Robert G. – Journal of Educational Psychology, 1981
Thirty-six children from grades K, three, and six rated their preferences of nine figures of speech after being administered standardized IQ and creativity tests. Children's appreciation of figurative language starts at a nonverbal creativity level but turns to operational reasoning and changes in cognitive development. (CE)
Descriptors: Cognitive Development, Creativity, Elementary Education, Figurative Language
Evaluation of Confluence Model Variables on IQ and Achievement Test Scores in a Sample of 6- to 11-Year-Old Children.
Peer reviewed Peer reviewed
Svanum, Soren; Bringle, Robert G. – Journal of Educational Psychology, 1980
The confluence model of cognitive development was tested on 7,060 children. Family size, sibling order within family sizes, and hypothesized age-dependent effects were tested. Findings indicated an inverse relationship between family size and the cognitive measures; age-dependent effects and other confluence variables were found to be…
Descriptors: Academic Achievement, Age Differences, Birth Order, Cognitive Development