Examined relationship between reflective judgment and standardized critical thinking tests in college students (n=100). Results indicated students who reasoned at higher stages of reflective judgment also revealed better critical thinking skills, suggesting a developmental basis for the acquisition of critical thinking skills. (Author/ABL)

Use of Perry's developmental scheme to test college students' intellectual development found that instead of developmental stages, there are two possible general attitudes taken toward knowledge: it (1) consists of facts to be supplied by faculty; or (2) is a quest in which students have responsibility for their own learning. (Author/MSE)

In an investigation of the relationship of the logical operations to other developmental sequences, 30 college students were assessed as to logical operational ability and poetic interpretation. The strong relation found between these two abilities supports the theoretically predicted applicability of central, formal reasoning structures to…

The use of William Perry's (1970) model of cognitive development during the college years to restructure an abnormal psychology course is described. The model provides a framework for students and teachers to understand the confusion and frustration they sometimes experience. Perry proposed that students enter college with tacit epistemological…

Introduces William Perry's work on the stages of intellectual and ethical development and asserts the importance of professors linking students' intellectual development with their pedagogy. (EV)

A study of college students was conducted to identify academic skill areas in which students were deficient. Dormitory residents were surveyed by questionnaire in the fall post-midterm (N=300), fall pre-final (N=210), winter (N=261), and spring (N=128). The questionnaire measured factors of distractability, concentration, self-concept, difficulty…

This paper reviews a curriculum program that was focused on promoting intellectual and ethical development in college students. It considers it in a historical and philosophical framework, then describes a research study based on the original program. Paper presented at the American Psychological Association Convention, Chicago, 1975. (Author/BP)

William Perry's description of college students' stages of cognitive development is condensed into four classification categories, which are explained and told in an animal allegory. This presentation clarifies the theory for teacher use. (MSE)

Examined the relationship between academic major, year in college, academic performance, and reflective judgment using the Reflective Judgment Interview. Analyses of results showed significant differences for year in college but not for academic major. (RC)

Describes William Perry's scheme of intellectual development, focusing on the first five stages or positions collectively termed "ways of knowing." Suggests applications of this scheme for science teaching. (DS)

Perry's theory of intellectual and ethical development of college students is briefly reviewed. This theory was based on work with Harvard University students, and addresses dualism, multiplicity, and relativism. In the first stage, a student sees the world in right-wrong, black-white terms, with no room in the thinking process for conditional or…

Asserts the importance of developing in students an intrinsic valuing of intellectual activities as the firmest basis for sustaining intellectual motivation. Discusses how to develop in students an understanding of what it means to learn and to know, including a movement up the levels of epistemological understanding from realist to evaluativist.…

Outlines a four-stage developmental process (exhilaration, rejection, integration, and transformation) through which college students learn to apply experiential education theories to their practices as staff interns in an adventure education program for children. Discusses implications for intern supervision and the design of internship programs.…

Perry's scheme of intellectual and ethical development was examined for sex differences with respect to content areas for which sex differences have elsewhere been suggested: occupational choice, interpersonal relationships, and sexual identity. In addition, the content area religion and ego development, as measured by Loevinger's sentence…

Explores the tension between passive and active learning among master's degree students working on their teaching certificate in science. Emphasizes the developmental nature of learning and that constructionist pedagogies need to be clearly integrated in university courses, especially those focused on teaching. (EV)