The current paper investigates the structural validity of the Children's Concentration and Empathy Scale (CCES), which was designed based on Montessori's developmental theory to assess, using teacher ratings, the coherence of attention-related characteristics (concentration, empathy, and normalization) in children from 1.5 to 12 years old. The…

The OST is a technique quite different from anything reported elsewhere in the literature. The model underlying OST work assumes that an individual's intellect, at any given point in time, is the set of all information he has at his disposal at that point in time. The set of concepts an individual has at any point in time may radically change over…

Vygotskian theory suggests that maturation and learning are not mutually exclusive; rather together they constitute development and are thus dependent on each other and interactive. The concept of the zone of proximal development involves determining two developmental levels of mental functions for each learner--the actual and the potential…

Children completed three types of equivalent cardination tasks which assessed the influence of different stimulus configurations (linear, linear-nonlinear, and nonlinear), and density of object spacing. Prior results reported by Siegel, Brainerd, and Gelman and Gallistel were not replicated. Implications for understanding cardination concept…

Summarized are the development and evaluation of a quasi non-verbal Cognitive Skills Test (CST) to measure comprehension, application, analysis, and synthesis in hearing impaired adolescents. It is explained that the measure was evaluated with 113 students at a school for the deaf over a 2-year period. Among findings reported are that the test and…

A paper-and-pencil test of seven of Inhelder and Piaget's formal operational schemes was developed. Multitrait-multimethod cross-validation procedures indicated that the objective test is a valid and reliable measure. It has the advantage of use in a large group setting without the need for trained clinical interviewers. (Author/PN)

This article describes a procedure for developing and validating a criterion-referenced assessment instrument that will facilitate formative or diagnostic assessment of the concomitant theory and principles (cognitions) that underlie appropriate performance in a performance-based teacher education program. (Author)

The Perry scheme of intellectual and ethical development has become widely used in a range of academic disciplines and such areas as career training and faculty consultation. However, current measurement techniques for the scheme, whether interview format or paper and pencil measures, do not adequately address issues related to assessing cognitive…

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…

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

Reports the design of the "Mechanics Baseline Test," an instrument to assess students' understandings about concepts in mechanics. Discusses how comparisons of test results with extensive baseline data can be used to evaluate instruction at all levels. Includes a copy of the instrument. (MDH)

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

This publication contains most of the papers (19) presented at the 11th conference of the Australian Science Education Research Association. Papers are grouped into those reflecting the influence of contemporary movements in cognitive psychology; those concerned primarily with studying science teaching practices; those concerned with the…