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Peer reviewedFarnsworth, Carolyn H.; Mayer, Victor J. – Journal of Research in Science Teaching, 1984
Results of this study confirm discrimination of the intensive time-series design and indicate that it can be used to distinguish differences in learning (comprehension and knowledge) between eighth-grade earth science students (N=95) having formal cognitive tendencies and those having concrete cognitive tendencies. (JN)
Descriptors: Academic Achievement, Cognitive Development, Comprehension, Developmental Stages
