Examined 1,100 boys and 1,100 girls who matched the U.S. population using the Planning, Attention, Simultaneous, Successive (PASS) cognitive-processing theory, built on the neuropsychological work of A.R. Luria (1973). Results illustrate that the PASS theory offers a useful way to examine gender differences in cognitive performance. (BF)

A sex-related difference, favoring boys, was found on initial performance of two samples (one British, one American) of 10- and 11-year-old children on tasks involving volume and density. After classroom instruction that included opportunities for interaction with appropriate materials, both sexes performed at higher levels but differences…

Previous investigations on Piagetian cognitive levels among college students both within and across academic disciplines have not addressed the issue of possible differences in cognitive levels between traditional undergraduates and older returning students. Piagetian cognitive levels were studied among traditional- and nontraditional-age college…

The purposes of this study include: (1) determining whether socioeconomic status (SES) or verbal ability (VA) exerts greater influence on childrens' performance of Piagetian tasks; (2) devising an instrument for measuring childrens' level of cognitive development which does not depend on verbal ability alone; and (3) adapting materials for teacher…

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)

An extensive literature review of the cross-cultural generalizability of the concepts derived from differentiation theory which focuses on the major proposition of the theory and its primary empirical expectations. Studies conducted in other cultural settings which were either guided by the theory or sought to evaluate it are discussed and…

Black children (N=233) from three age levels and two socioeconomic (SES) levels were given five Piagetian tasks to determine if differences in sex were associated with differences in cognitive development levels. Results showed that higher SES children performed better than lower SES children on all five measures of reasoning, seriation,…

As part of an ongoing longitudinal study of early cognitive, affective, and social development in economically disadvantaged children, this investigation assessed the classroom behavior of 500 urban preschool children from Portland, Oregon, St. Louis, Missouri, and Trenton, New Jersey. The majority were black and enrolled in Head Start. Primary…

Investigated the role of behavioral style and cognitive performance as predictors of cognitive development in extremely low-birth-weight children assessed at age 2 and again at age 4. Found stability of cognitive performance from 2 to 4 years of age; this as well as behavior style and orientation-engagement predicted subsequent cognitive…

Determined the degree to which classification of students (N=512) as formal or concrete based on three Inhelder tasks administered by clinical interview method was mirrored by Longeot and Karplus-Lawson-Renner (KLR) classifications. Results indicate that Longeot and KLR differentiate between concrete/formal operations and are discussed from…

The purpose of this study was to design a prototype written test of cognitive development based on the model of Piaget. Although the results were not consistent with Piaget's theory, test development was only partially successful. Specifically, validation of the scales was excellent or poor depending on the perspective. Analysis of the item…

Investigates (1) the relationships between cognitive performance and cognitive styles and predictive possibilities and (2) performance differences by sex, school, grade, and income in 92 Indian adolescents. Assessment measures included Liquid Conservation, Islands, Goat-Lion, Hanoi-Tower, Rabbits (Piagetian); Block Design (WISC-R); Paper Cutting…

This paper discusses research exploring the performance factors involved in studies which test for formal operations. It is suggested that several previous studies dealing with formal operations confound performance and competence in determining the extent of subjects' formal operations schemata. Factors which might account for performance…

Sex differences on Perry's stages of epistemological development were investigated in a study of 100 freshmen (50 men and 50 women) at a large midwestern university. A semi-structured interview probed six domains related to Perry's theory, including the role of the learner, instructor, and peers in the learning situation, the question of…

This study examines the effects of sex, socioeconomic status, birth order and birth spacing on the cognitive performance of 12-week-old infants. A brief review of research on neonatal cognitive ability is followed by a description of the study itself. The subjects, 189 three-month-old Caucasian infants (61 first borns, 58 second borns, and 49…