Article supports a duoprocess theory of concept identification which assumes semi-independent and sequential dimension selection and paired-associate learning. (Author)

Research which is relevant to the study of creativity over the last century is reviewed and reasons are suggested for the upsurge and recession of interest in creativity. (Author)

Study suggests that an individual's preferred ways of perceiving and thinking reflect an integral aspect of his personality, and that a full knowledge of the one is essential to a full understanding of the other. (Author)

The history of instructional media research is marked by an emphasis on the use of the terminal performance to measure learning. Little attention has been paid to the processes of learning. However, some studies have identified cognitive strategies used in solving problems of concept identification. The task now is to find out the relationship of…

Maintains that certain concepts in mathematics are difficult to learn because of problematic continuity from prior knowledge to new concepts. Focuses on the problems of conceptual change connected with the learning of calculus and the shift from rational to real numbers. Summarizes the results of a study involving secondary students. (MJP)

This study examines the relationship between a child's concept of geographic and territorial relationships and his competence on classification and class inclusion measures. Jean Piaget's stages of development and studies conducted by other investigators (Jahoda, 1964; Stoltman, 1971; Rand and Towler, 1973; Flavell, 1963; Asher, et al, 1971;…

Explores the intuitive understanding of biology that occurs in early childhood and discusses later cognitive changes that occur. Young children possess a vitalistic understanding (e.g. breathing brings power to the body) that becomes mechanistic (e.g. an understanding of the heart and lungs) as they mature. Includes statistical and tabular data.…

Reported is an experiment undertaken to determine the extent to which analytic and global cognitive styles differed in developing or utilizing a selection type strategy in concept identification. Using the Hidden Figures Test (HFT) in five sections of an introductory psychology class, two groups of students, one analytical and one global, were…

The development of economic reasoning in young children is examined from the theoretical perspective of Piaget's work on cognitive development. To determine a possible correlation between grade level and the type of reasoning children use to approach economic problems, 70 urban children, preschool through grade 3, answered questions which measured…

This paper describes test development efforts for measuring achievement of selected concepts in social studies. It includes descriptive item and test statistics for the tests developed. Twelve items were developed for each of 30 concepts. Subject specialists categorized the concepts into three major areas: Geographic Region, Man and Society, and…

This publication contains most of the papers (19) presented at the 11th conference of the Australian Science Education Research Association. Papers are grouped into those reflecting the influence of contemporary movements in cognitive psychology; those concerned primarily with studying science teaching practices; those concerned with the…

A model of conceptual learning and development that provides a framework for studying the course of cognitive development throughout the school years and also studying the learning concepts across short time intervals is discussed in this paper. The theory includes five main propositions. First, children learn four successively higher levels of…

A new framework for designing qualitative studies is described to optimize the emergence, representation and presentation of insights. The framework, called Reflection Methodology, is presented as a "Conversational Paradigm" that includes four components--interviewer (researcher as participant); child, task situation, and observing…

Content and task dimensions of social studies items were studied using factor analytic techniques. These items were developed to measure concept attainment using a completely crossed design with 30 concepts and 12 tasks. Conventional factor analyses were performed, separately for boys and girls, for concept scores and for task scores. Three-mode…