This article proved the urgency of the problem of development of professional thinking of students studying design in modern conditions of higher education. The authors substantiate for the need of an innovative Blaise-method development of professional design thinking of students in higher education. "Blaise-method" named by us in…

Bias is part of the human condition and becoming aware of how to avoid bias will help to ensure greater accuracy in the work of assessment. In this paper the authors discuss three different theoretical frameworks that can be applied when assessing student work for cognitive skills such as critical thinking and problem solving. Each of the…

This new text consists of parts of Bornstein and Lamb's Developmental Science, 6th edition along with new introductory material that as a whole provides a cutting edge and comprehensive overview of cognitive development. Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and measurement and…

The Developing Cognitive Abilities Test was administered to 103 senior agriculture majors from a sample of 196. Of three cognitive levels (basic, applied, critical thinking), most did best on application. Cognitive development by gender was similar, and certain academic majors did better on different cognitive levels. Room for improvement in…

Reviewed is research concerning cognitive development of entering college students; the implications for teaching biology and evaluating instructional materials are discussed. (SL)

Second graders, sixth graders, and college students served in two experiments designed to assess (1) the selection and use of landmarks during route learning and (2) the coordination of successive environmental experiences into an overall configuration. (Author/RH)

Tested two hypotheses: (1) formal reasoning is required to balance simple one-step equations; and (2) formal reasoning plus sufficient mental capacity are required to balance many-step equations. Independent variables included intellectual development, mental capacity, and degree of field dependence/independence. With 25 subjects, significance was…

Reviews two major theories of cognitive development based on Perry's Developmental Process and the Wellesley Study, and offers examples and suggestions for their application in academic library instruction. Learning strategies that respond to differences in levels of cognitive abilities are described, and the role of faculty who request…

Cognitive performance on "An Inventory of Piaget's Developmental Tasks" (IPDT) was related to the Scholastic Aptitude Tests and performance in both college chemistry lecture and laboratory classes. The IPDT is a valid and reliable 72-item, untimed, multiple-choice paper and pencil inventory with 19 subscales representing different…

Evaluates college students' understanding of chemistry as operationally defined by Bloom. The Test of Higher Cognitive Learning in Chemistry was administered to 488 students upon completion of a one-semester course in general chemistry. Significant differences were found among student mean scores at various cognitive levels. (HM)

Cognitive levels of 48 university students enrolled in humanities were assessed by Piagetian tasks. Three formal abilities were measured: combinatory, probability, control of variables. Results were analyzed according to school training effect and content of tasks. (Author/MLW)

This paper reports on research designed to examine relationships among analogical reasoning, Piagetian level, and physics achievement. A sample of 37 college students enrolled in a physics course participated in a three-day study and were given tasks designed to measure analogical reasoning ability and Piagetian level. Course achievement was…

Investigates the prevalence of developmental cognitive differences among college students and the relation of scores on cognitive tests to an objective form of assessment of achievement, namely, the final grade in a conventional physics course. (GA)

Discusses the development of visual thinking in students. Also presents a strategy that incorporates visualization exercises within the framework of traditional mathematics. The technique appears successful for students studying geometry, fractions, and problem solving. Visualization abilities increase understanding and therefore give students…

Examined six- and eight-year-old children's use of contextual expectations to detect inconsistencies in story information and their ability to discriminate between information that resolved or was irrelevant to these inconsistencies. Results showed that six-year-olds frequently detected inconsistent events but that they failed to discriminate…