Research has indicated that school aged (6-16 years) versions of cognitive assessment instruments have varying levels of linguistic demand, which could impact assessment results for placement purposes. However, a significant limitation to this research is the fact that it has not been replicated with cognitive assessment instruments used in…

A large proportion of the UK adult population has very poor literacy and/or numeracy skills (see the 1999 Moser Report, the 2003 "Skills for Life" Survey and the 2006 Leitch report). In 1999, the Moser report found that approximately 20% of adults in England had severe literacy difficulties, whilst around 40% had some numeracy problems.…

Employed a modified dual task approach with 7- to 9-year olds to determine whether one of the classic M-power measures, the digit placement task, is indeed capacity-limited. Found that several critical assumptions concerning the use of the dual-task procedure were met; further testing revealed that the digit placement task is indeed…

Reviews Kaufman Adolescent and Adult Intelligence Test (KAIT), a new assessment of cognitive function for technical qualities such as reliability, validity, and standardization characters. Concludes that KAIT represents advancements in cognitive assessment but cannot be regarded as superior to existing intelligence measures until data is available…

Performed confirmatory factor analyses of Kaufman Assessment Battery for Children (K-ABC) using subtest correlations for standardization samples provided in manuals to test hypothesis that factors underlying K-ABC are substantially intercorrelated at all age levels for two- and three-factor models. Findings suggest K-ABC cannot distinguish between…

In this study 126 high school students were administered the Karplus Island Puzzle and interviewed individually to determine if the puzzle measured Piagetian-type operational thinking. Results indicated that the puzzle did not characterize an individual's cognitive level. (SL)

Clarifies the difference between the Piagetian Conservation of Liquid Quantity task and the Conservation of Volume task and provides an alternative test for the presence of formal operational thought. (JR)

A QUALITATIVE AND CLINICAL ANALYSIS OF COGNITIVE FUNCTIONING WAS DETERMINED BY ADMINISTRATION OF THE STANDFORD-BINET INTELLIGENCE SCALE AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN TO A SAMPLE OF 65 NORMAL CHILDREN. EXAMINATIONS AND OBSERVATIONS WERE MADE FOR EACH CHILD DURING HIS INFANCY, PRESCHOOL, LATENCY, AND PREPUBERTY PERIODS. ANALYSIS…

Summarizes Piagetian developmental psychology, and describes a study in which trainee elementary school teachers administered Piagetian tasks to pupils. During this time the teachers were being instructed in the development of children's thought processes. Results support the continued use of the method. (AL)

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 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)

Reviews two models of thinking and intellectual development: Scandura's deterministic model of structuralistic learning, and a generalization of Rasch's probabilistic latent trait model. Models are compared by means of two experiments with balance scale tasks. (RH)

In this study, six children were selected by age and were administered Piagetian tasks designed to measure their level of cognitive development against the hierarchical structuring of age/achievement posited by Jean Piaget. The task administrations are presented in detail with descriptions of the subject and the tasks, a verbatim report, and the…

Reported are the results of a study of the Piagetian formal thought range of 3600 students, 13 to 15 years old, in seven countries: Denmark, Sweden, Italy, United States, Austria, Germany, and Great Britain. Cognitive measurement was obtained by group administration of two tasks to assess proportional reasoning and control of variables. Overall…