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Cox, Richard C.; Wildemann, Carol E. – 1970
This represents the latest in a series of efforts, on-going since 1965, to up-date and revise a listing of continuously received literature which pertains to the Taxonomy. (TL)
Descriptors: Bibliographies, Classification, Cognitive Development, Cognitive Objectives
Beaven, Mary H. – Elementary English, 1975
Teachers should provide more real experiences for children rather than vicarious ones, in order to allow children's cognitive structuring processes to develop.
Descriptors: Cognitive Development, Cognitive Objectives, Cognitive Processes, Creative Thinking

Hammond, Kenneth R.; Summers, David A. – Psychological Review, 1972
Performance in cognitive tasks involves two distinct processes; acquisition of knowledge and cognitive control over knowledge already acquired. A conceptual and analytic framework is presented which allows for the disentanglement of knowledge and control, and for the quantification of each. (Author)
Descriptors: Behavioral Science Research, Cognitive Development, Cognitive Objectives, Cognitive Processes

Powell, Jack – Reading Improvement, 1977
Provides a list of 27 cognitive objectives that are applicable to preschool and early childhood years. Relates elements of the list to the classification systems of Bloom, Gagne, and Briggs. (RL)
Descriptors: Behavioral Objectives, Classification, Cognitive Ability, Cognitive Development

Scott, William A. – Journal of Personality and Social Psychology, 1974
The author examines how students in three countries use four styles of cognitive integration (affective balance, affective-evaluative consistency, centralization, and image comparability) within the cognitive domains of nations, acquaintances, self-roles, and family relations. (DE)
Descriptors: Affective Behavior, Cognitive Development, Cognitive Objectives, Cognitive Processes
Schack, Mary Lou; Massari, David J. – 1972
This study was designed to examine the effects of two factors on the delay behavior of six year old children, a large percentage of whom had not yet attained temporal operations. The subjects consisted of 60 black, first grade children from a lower class urban neighborhood school. The experimental design was a 2x3 factorial with the first factor…
Descriptors: Behavior Development, Behavioral Science Research, Cognitive Development, Cognitive Objectives
George, Don – 1972
Cognition, not to be confused with perception, reception, or stimulus detection, is defined as relationships of sensory experiences in single-loop matrices. The reticular system of the upper brain stem is centered upon as the likely locus of sensory filtering and modification that can modulate language usage. That is, higher cognitive functions…
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Objectives, Cognitive Processes
Stahl, Robert J. – 1978
The Domain of Cognition is a taxonomy for planning, sequencing, and implementing instruction, which covers the entire range of cognitive and cognitive-affective learning and behavior. Students acquire, learn, and use information on eight hierarchically and sequentially arranged levels of complexity. The levels and their corresponding abilities…
Descriptors: Abstract Reasoning, Classification, Cognitive Ability, Cognitive Development

Baxter, George W. – 1972
Cognitive effects in children's learning of altruistic behavior were tested with an adaptation of Aronfreed's test design and machine. Children in grades 1-4 were presented with a machine with 2 levers. One lever, when pressed, released bubble gum, and the other turned on a light. For two of the three groups the experimenter exclaimed delightedly…
Descriptors: Altruism, Behavior Development, Behavioral Objectives, Cognitive Development

Brandt, Ron – Educational Leadership, 1988
In this interview, author Art Costa asserts that the teaching of either content or thinking skills in isolation is unproductive. To combine these approaches, he recommends selecting content for its relationship to thought processes. He also observes that administrators who model intelligent behavior thereby create a climate for thinking. (TE)
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Objectives, Cognitive Processes
Pauker, Robert A. – 1987
This report presents the results of a study, based on 500 responses to a survey mailed to a structured sample of school administrators, on the problems and solutions of developing thinking and reasoning skills in the schools. Provided are analyses of the issue, examples of successful practices, and advice from school administrators and…
Descriptors: Abstract Reasoning, Administrators, Boards of Education, Cognitive Ability
Resnick, Lauren B.; And Others – 1970
Twenty-seven kindergarten subjects were trained on two different double classification matrix tasks to determine whether they were hierarchically related. Prior behavioral analyses had shown one task to be simpler than the other. It was assumed that, in hierarchical transfer relationships, one order of task acquisition is more favorable than…
Descriptors: Classification, Cognitive Ability, Cognitive Development, Cognitive Objectives
Downey, John A. – 2002
Various student development theorists have postulated that the collegiate experience is a strong contributor toward cognitive development in college students. This essay examines Kitchener and King's (1981, 1985) reflective judgment model of cognitive development as both a metacognitive exercise and as a particular skill. The development of…
Descriptors: Cognitive Development, Cognitive Objectives, Cognitive Processes, College Transfer Students
Briscoe, Laurel A. – 1972
Educational accountability, as linked to changing socioeconomic attitudes and conditions, is noted to have contributed to the decline of the audiolingual method of language instruction. Following a discussion of the pedagogical implications and inadequacies of audiolingual theory, the author analyzes the nature of this teaching methodology, first…
Descriptors: Academic Achievement, Accountability, Audiolingual Methods, Cognitive Development
Higgins-Trenk, Ann; Gaite, A. J. H. – 1971
To compare the adolescent's mode of thinking on one specific measure of cognition, conservation of volume, with his mode of thinking on a task simulating a familiar real-life situation, a study was made using 162 students (76 males and 86 females, 13.4 to 17.7 years of age, grades 7,8,9,10,12). The students, grouped according to age into four…
Descriptors: Adolescents, Cognitive Development, Cognitive Objectives, Cognitive Processes
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