For this followup study an attempt was made to retest all 136 children evaluated in the Austin, Texas Day Care Program nine months earlier but only 95 children were available. Subjects were Negro and Mexican-American. The original study indicated that significantly higher scores were earned on tests of intellectual performance as a function of…

Basic principles of instruction to effect cognitive change are examined, particularly within the context of South African higher education. Principles include: creating and engaging in conflict between existing knowledge and demands of an unfamiliar task; empowering learners to address the unfamiliar; scaffolding between learner and task; testing…

To determine the continuing impact of Head Start experience, this follow-up study compared (1) the behavior of children who had Full Year Head Start (FYHS) experience under three different types of agencies, and (2) within each agency, where possible, the behavior of children who did not have FYHS experience. Subjects were 102 FYHS children and 39…

THIS HEADSTART STUDY WAS CONDUCTED TO DETERMINE THE INFLUENCE OF NEUROLOGICAL FACTORS AND HOME ENVIRONMENT ON THE LANGUAGE AND COGNITIVE DEVELOPMENT OF THE DISADVANTAGED CHILD. TWO DISTRICT OF COLUMBIA CENTERS WERE USED. THE SUBJECTS WERE ABOUT 70 NEGRO PRESCHOOL CHILDREN FROM LOW-INCOME FAMILIES. THESE CHILDREN WERE GIVEN SEVERAL BATTERIES OF…

Provides evidence to support the conclusion that relationships exist among Piagetian levels of intellectual development, intelligence quotient, content achievement, and inquiry skills in ninth and tenth grade biology students (N=92). (DS)

This study examined the specific effects of picture and object stimuli on two types of language performance: comprehension and performance. Subjects were 48 4- and 5-year-olds who were randomly assigned to one of four groups. Groups were matched for SES, sex, and age and tested individually with one of the four measures: language comprehension…

Reexamined Piagetian stages of males (N=182) and females (N=176), ages nine to eighteen, using cluster analysis, and sought information concerning occurrence of stages and influence of different tasks and gender on cluster patterns. Findings, among others, indicate that deviation from Piagetian stages was influenced by gender and type of task.…

Eight Head Start centers which used the Responsive Model program during the 1968-69 school year were assessed to determine cognitive development of children, teacher performance in the classroom, adequacy of physical facilities, administrative support and the interrelationship between these variables. Teachers were observed at the beginning and…

The present study was designed to (1) investigate the changes in the structure and organization of mental abilities during childhood and adolescence of 514 students as sampled by the Wechsler Intelligence Scale for Children (5 to 15 years) and the Wechsler Adult Intelligence Scale (16 to 18 Years) and (2) interpret, and possibly modify, the…

Purposes of this study were to (1) develop an instrument requiring several classification activities; (2) investigate the correlation between classification ability and intelligence scores of junior high school students (N=365); and (3) determine if classification ability differs with age and gender. Findings included a significant correlation…

Determined if certain variations in the format of Inhelder and Piaget's Equilibrium in the Balance task have any effect on how students (175 undergraduate and 32 ninth graders) are classified. Suggests that researchers allow subjects to experiment with the apparatus to insure proper classification of stage of development. (Author/DS)

An interdisciplinary research study is suggested following a review of the more significant studies that have been attempted to explain the degree of educational retardation of the Mexican American as related to such factors as life stresses (e.g., economic deprivation) and learning styles. This study would be a combination of survey research…

This text is designed not only as a teaching text but also as a reference source for students and professionals on the assessment of the cognitive development of children. Chapters address: (1) process challenges of assessing children; (2) context challenges in assessing children; (3) ethical, legal, and professional applications of assessment…