A recently developed test of basic Piagetian abilities, the Colored Blocks Test, is described, and new data collected in rural Hawaii and in a working class Chicago suburb are used to defend its validity as a tool for cross-cultural measurement of cognitive development. (Author/AM)

Adapting curricula to the cognitive developmental level of students has been hindered by the difficulty of assessing those levels in students. The reliability and validity of a paper-and-pencil Piagetian assessment are discussed. (Author/ JKS)

Described the development and evaluation of a measure of cognitive belief systems and thinking styles. Reliability and validity results were poor for junior college students. For university and nonstudent populations, cognition scores discriminated social anxiety. The Cognition Scale of Assertiveness is a reliable and valid measure of cognitive…

Validated a parent-based assessment of cognitive abilities of 3-year-olds, the Parent Report of Children's Abilities for 3s (PARCA3), against a standard tester-administered measure, the McCarthy Scales of Children's Abilities, and a vocabulary checklist. Found that PARCA3 parent report and parent-administered components significantly related to…

The primary goal of this review is to acquaint developmental psychologists who have had little experience in the study of individual differences in cognition with some of the basic rules that govern this type of research. A second goal is to stimulate researchers to consider the potential benefits of studying differences among individuals whose…

In a pilot study of children's drawings of "a house with a tree behind it," Piagetian sequence (scribbling, fortuitous realism, failed realism, intellectual realism, and visual realism) was tentatively supported. Children's strategies in decentering from intellectual to visual realism were noted. The study reported in this paper was…

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…

Jean Piaget's belief that children's developmental levels largely determine what they can learn is challenged. Research concerning the existence of cognitive structures in children is critiqued, and problems with administering Piagetian tasks are pointed out. Educators should not restrict children's exposure to learning because, according to…

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)

Reported are the findings of five descriptive studies in which the Group Assessment of Logical Thinking (GALT) was used as measure of logical thinking. Specifically, an attempt was made to determine how reliably the GALT measured logical thinking abilities and how well it predicted academic achievement. The reliability coefficients on the GALT for…

The authors examined aspects of reliability and validity of the Goode-nough-Harris Draw-A-Person Test (DAP; D. B. Harris, 1963). The participants were 115 seven- to nine-year-old students attending regular or special education schools. Three judges, with a modest degree of training similar to that found among practicing clinicians, rated the…

The Analogical Reasoning Learning Test (ARLT) was developed for use with individuals with IQs lower than 55. A study involving 58 students (ages 6-19) with moderate to severe mental retardation found the internal consistency and test-retest reliability of this measure are high. Discriminant and predictive validity are satisfactory. (Contains…

This document accompanies the Conceptual Learning and Development Assessment Series III: Tree, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

This document accompanies the Conceptual Learning and Development Assessment Series IV: Noun, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

In past Head Start evaluations, cognitive measures have been weighed heavily. This has not accurately reflected the relative unimportance of cognitive program goals; child performance gains are not an objective with high priority for most Head Start programs. Evaluation planners need to weigh previously encountered measurement problems carefully…