Reported is a study related to the Project on an Information Memory Model and designed to encompass the claims of Piaget and Inhelder on differences of kinds of cognition and recall done on figural sorting task cognition at the Project on an Information Memory Model. The work of Piaget and Inhelder has defined learning information flow and related…

In the High/Scope Cognitively Oriented Curriculum, teachers create an environment in which students develop and apply cognitive capacities in the areas of classification, seriation, spatial and temporal relations and in the process of representation to the widest ranges of materials and subjects. Learning takes place through the child's…

This publication consists of a critique of research related to the work of Piaget. Contents are arranged under five headings: Introduction, Common Misconceptions and Mususes, Common Research Errors: Possible Causes and Cures, Evaluation of Piaget-related Research, and Extension. Eighteen references conclude the report. (PEB)

Reported is a method of investigating thought processes of an 11-year-old girl concerning physical phenomena such as those underlying the operations of scientific apparatus--platform balance, the spring balance, the magnet, and the pendulum. It was discovered during a period of interviews that the subject's thought processes developed in such a…

This paper describes the Inventory of Piaget's Developmental Tasks, summarizes the data on its reliability and validity, comments on its usefulness as a quick, paper-pencil test which introductory chemistry instructors might use for assessing cognitive development, and presents data showing how introductory chemistry students scored on it.…

Presents an analysis of Pascual-Leone's quantitative model for the measurement of the cognitive capacity of children. Presents an experiment in which 8-year-old children are asked to reproduce single actions and combinations of actions modeled by an experimenter. (BD)

Discusses the need to teach earth science material at the cognitive level of development of the student and presents examples of earth science related tests of formal and concrete operational competencies. (SL)

Chronically undernourished children of low socioeconomic status participated in a treatment program combining nutritional, health care, and educational features. By school age, the gap in cognitive ability between the treated children and a group of privileged children had narrowed. The effect was greater for the youngest preschoolers entering the…

Specifications are offered for a stage theory of adult cognitive development. Current psychometric technologies are criticized as being limited in descriptions of cognitive function. The development of novel technologies is suggested for study of adult cognitive development. Paper presented at the 10th International Congress of Gerontology,…

Cognitive levels of 48 university students enrolled in humanities were assessed by Piagetian tasks. Three formal abilities were measured: combinatory, probability, control of variables. Results were analyzed according to school training effect and content of tasks. (Author/MLW)

Presents preliminary findings of results of tests of Piagetian cognitive development to predict success in introductory undergraduate physics courses. Grades were predicted with good success. (SL)

Examined and compared the validity of Friedman's Developmental Level (DL) and Exner's Developmental Quality (DQ) as measures of cognitive development in children (N=134). Results supported the convergent and discriminant validity of both DL and DQ. The DL and DQ were most strongly related to different types of cognitive ability. (JAC)

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…

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…