Extends prior theory and research by postulating the existence of an intermediate class of concepts called 'hypothetical'. Investigates the hypothesis that three kinds of scientific concepts exist by constructing and administering a test on concepts introduced in a college biology course. Supports the hypothesis that intellectual development…

Tested two hypotheses: (1) formal reasoning is required to balance simple one-step equations; and (2) formal reasoning plus sufficient mental capacity are required to balance many-step equations. Independent variables included intellectual development, mental capacity, and degree of field dependence/independence. With 25 subjects, significance was…

Investigated convergent validity of individual Piaget/Inhelder clinical task interviews with Reasoning Test (Ankney and Joyce), Logical Reasoning Test (Burney), and Classroom Test of Formal Operations (Lawson). Indicates that correlations obtained are not sufficiently strong to warrant selection/categorization of individual students based on their…

Determined effects of various methods and formats of administering a Piagetian task on college students' (N=376) performance. Concludes neither method nor format influenced subject performance; and this lack of influence is similar for various combinations of method and format. Importance of this finding and implications for teachers are…

Ability of five cognitive characteristics to predict students' (N=96) achievement of evolution and natural selection concepts was measured. Results, among others, indicate that disembedding ability, prior knowledge, and evolutionary belief were significantly related to achievement while developmental level and mental capacity were not. (JN)

Compared levels of formal operational thought of students tested before and after entering science programs. Results indicate considerable numbers of students at transitional levels on each occasion, low correlations between cognitive level and grades, and significant development in levels of cognitive thought during the National High School…

Investigated development of propositional logic and three formal logical schemata (underlying generic problem solving processes/operations) in adults (N=59) enrolled in their second year of medical school. Two students were formal on the 12-Piagetian tasks used, and the 57 remaining were classified as transitional formal. Implications are…

Cognitive performance of college students (N=225) on "An Inventory of Piaget: Developmental Tasks" (IPDT) was related to Scholastic Aptitude Tests and performance in both college chemistry lectures and laboratory classes. Relationship of Piagetian tasks to learning and instructional activities in introductory chemistry classes is…

Investigates the effect of increase of the M demand of chemistry problems, having the same logical structure, on performance of students having different functional M capacity, cognitive style, and formal operational reasoning patterns. (Author/YP)

Evaluated is the Longeot test, a paper and pencil test designed to measure various aspects of formal and concrete operational thought. Information from over 500 subjects (ages 17 to 20) indicated the test to be reliable and classifications from it correlated with classifications mode using Piagetian tasks. (DS)

Examined effects of operational levels of ninth-grade (N=16) and college (N=40) students on causal explanations they recalled after instruction. Results indicate concrete/formal students recalled explanations requiring chaining of two implication statements while formal subjects outperformed concrete subjects in reconstruction of complex…

Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

Compared is an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning. Differences in science achievement, reasoning ability, attitude, and stages of development are discussed. (KR)

Examined is the predictive value of the cognitive variables of developmental level, mental capacity, cognitive style, short-term storage space, and numerical inductive reasoning for student achievement in college science. Included is a strategy for the development of materials which would allow students to develop problem-solving skills. (KR)

To determine responsiveness to instruction, matched concrete operational seventh-grade (N=50) and college (N=72) students were given identical classroom instruction in probabilistic and correlational reasoning using biological concepts. Field dependence/independence and fluid intelligence were examined. Reasons why college students are more…