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Wheatley, John H. – Journal of Research in Science Teaching, 1975
Students enrolled in an introductory, audio-tutorial biology course were randomly assigned to either the control group, which followed the regular program and took pre and posttests designed for this study, or to the experimental group, which followed an identical program with additional exercises specially designed to teach higher cognitive…
Descriptors: Biology, Cognitive Measurement, Cognitive Processes, College Science
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Anderson, O. Roger; Callaway, J. – Journal of Research in Science Teaching, 1986
An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. Subjects were 93 adolescents (mean age of 15.4 years old) with a IQ range of 91-142. (Author/JN)
Descriptors: Adolescents, Cognitive Ability, Cognitive Measurement, Cognitive Processes
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Pallrand, George J. – Journal of Research in Science Teaching, 1979
Examines the transition from concrete to formal thought in Piagetian theory. The questions investigated relate to the abruptness of the transition period, the simultaneity of changes across schemes, and the influence of one scheme of development on another. (SA)
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Developmental Stages
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Lawson, Anton E.; Nordland, Floyd H. – Journal of Research in Science Teaching, 1976
Investigated was the hypothesis that conservation tasks are unifactor by administering eight different conservation tasks to 96 seventh-grade science students and performing a principal component analysis on the data. Results indicated that conservation tasks may measure up to three different components of cognitive thought. (SL)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Measurement, Cognitive Processes
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Lynch, P. P. – Journal of Research in Science Teaching, 1981
Investigates effects of an independent variable (grade) on three dependent variables (membership, partial association, and generalization) describing preferential styles of thinking in 1635 pupils, measured by a 16 concept word test. (DS)
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Concept Formation
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Nummedal, Susan G.; Collea, Francis P. – Journal of Research in Science Teaching, 1981
Investigated proportional reasoning abilities of 35 college science students using projection of shadows problem while presenting relevant only or relevant/irrelevant information. Field independence was measured using Group Embedded Figures Test. Students in relevant only condition performed significantly better. Degree of field independence…
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Cognitive Style
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Killian, C. Rodney – Journal of Research in Science Teaching, 1979
Investigates the cognitive functioning of 106 college freshmen using six paper-pencil Piagetian-based tasks. Results show that only 25 percent of the freshmen tested were reasoning at a formal level. (HM)
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, College Freshmen
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Tschopp, Jill K.; Kurdek, Lawrence A. – Journal of Research in Science Teaching, 1981
Explored the relationship between high school students' (N=37) performances on the Tomlinson-Keasey and Campbell paper-and-pencil test of formal operations and a set of traditional, individually administered, Piagetian developmental tasks. Correlations between the traditional, formal operations tasks and paper-and-pencil tests were low. (Author/DS)
Descriptors: Cognitive Measurement, Cognitive Processes, Cognitive Tests, Comparative Testing
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Linn, Marcia C.; And Others – Journal of Research in Science Teaching, 1981
Examines content and problem effects of formal thought in 13-year-olds (N=120). Three controlling variables tasks with different content and two question-type tests (analysis and controlling questions) were administered. Findings, among others, indicate that content and problem effects contribute to variance on formal reasoning problems.…
Descriptors: Abstract Reasoning, Academic Ability, Cognitive Ability, Cognitive Development