This study indicated that the school performance and intelligence quotients of associative responders diverge significantly over time from those of nonassociative responders. This divergence becomes greater with age, suggesting that reliance on associative responding in preference to reasoning may cumulatively interfere with intellectual…

This guide describes, from the perspecitve of J. Piaget's theories, the nature of intellectual handicaps and their significance for cognitive development, personality development, and interaction with the environment. A description of intellectual capacity and intellectual development is followed by an analysis of the role of intellectual capacity…

Investigates several key statements from Piaget's cognitive psychology and their meaning for science education. Concludes that teaching must be conducted as reversibly as possible so that when the teacher presents his own assimilation schemata it will be equilibrated by the pupils' schemata. (GA)

Argues that the best way to cultivate children's reasoning is to make philosophy an essential part of the elementary school curriculum. Philosophy alone provides the logical criteria for distinguishing better thinking from poorer. The author's "Philosophy for Children" program is described. (TE)

In earlier research the writer was constrained by the variables which were continuously appearing in both experimental class teaching experiences and various psychological experiments to distinguish four levels of cognitive sophistication in so far as mathematical material was concerned between the ages of 7 years and 17 years. In current research…

Reported is a study involving six group administered tasks concerning proportional, probablistic, and correlational reasoning with 505 students aged 11.5 to 20.0 years. Investigated were the effectiveness of the tasks for assessing formal reasoning; categories of classification for students' responses and implications for teaching are suggested by…

The hypothesized relationship between an individual's age, educational background, and ability to understand aspects of semantic ambiguity was investigated in this study. The 90 subjects included ten students in each of grades two, four, six, eight, and ten, as well as ten college undergraduates, ten graduate students, ten high school graduates,…

Many writers have suggested that comprehension occurs at several levels (e.g., literal, inference, and conclusion). However, many teachers spend as much as two-thirds of their time on lower-level skills such as phonics and literal-level comprehension skills. Some authors have suggested ways of assisting readers in achieving comprehension at more…

The educational implications of Piaget's concept of intelligence provide a framework for the application of theory to educational practice. The uniqueness of individual learning is compared to stage-based teaching. Social interaction is viewed as one of the major forces in cognitive development. (JN)

Discusses whether formal thought constitutes a structured whole and role of propositional logic in advanced reasoning. Presents aspects of advanced reasoning model, considering hypothesis generation/testing as central processes in intellectual development. Argues that advanced reasoning schemata are linked by these processes and should be…

Developmental patterns in one mode of formal reasoning (probabilistic reasoning) were examined in this research study, specifically: (1) to determine if developmental patterns of probabilistic reasoning could be confirmed using a large, diverse sample of subjects, and if they could be similar despite variations in the complexity of the reasoning…

Effective teaching strategies must be developed to help students bridge the gap between concrete operational thinking and full formal thinking in the content areas. Reading for meaning requires readers to categorize subjects, recognize relationships, develop and maintain a sequence of thought, recognize and understand inferences, and draw…

This three-part report discusses the concept of intelligence and its importance for educators. Part 1 considers the basic question of what intelligence is. Part 2 discusses the implications of notions of intelligence for schooling, dealing with both the training of content knowledge and the training of intellectual skills. Each of these first two…

The "componential" theory of intelligence explains intelligence in terms of three types of component processes that make up intelligent performance. The first of these, "metacomponents," are the higher-order or executive processes that one uses to plan what one is going to do, monitor what one is doing, and evaluate what one…

A review of Piaget's theory and research on children's cognitive development is presented, including a discussion of the psychological structures of intelligence, developmental constructivism, and the evolution of knowledge as a subject-object relation. Piaget's assessment techniques are summarized, including moral development, number…