This study tested certain implied predictions regarding conceptual learning at each of four sequential levels of development: concrete level, identity level, classificatory level, and formal level. For this purpose, scaled batteries to assess the level of conceptual development of children, kindergarten through high school, were constructed and a…

The major results and conclusions of a program of research concerned primarily with the relationship of cognitive abilities to learning are summarized. The major purpose of this research was to develop theorems of instruction related to the interaction of task variables and individual difference variables and to develop them in a manner relevant…

Sixty-four high school students, stratified by field-dependent or independent cognitive style, were randomly assigned to homogeneous or heterogeneous groups of four to attain concepts in the sequence of complex to simple or simple to complex, with either minimal or strategy instructions. Subsequently, each student individually attained four…