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Download full textClarizio, Harvey F.; Mehrens, William A. – 1984
The paper critically analyzes the research and promotional literature on J. Guilford's Structure of Intellect (SOI) model as it relates to the cognitive functioning of gifted students and evaluates the implications of this analysis for the counselor's role in the identification and programming of gifted students. The review is written from…
Descriptors: Cognitive Development, Elementary Secondary Education, Gifted, Intellectual Development
Irwin, Ron; Sheese, Ron – 1984
Somewhat as Piaget proposed the existence of formal operations acting on concrete operational structures, Basseches (1978) has proposed the existence of dialectical operations acting on formal operational structures. Basseches gives a qualitative account of dialectical operations via the enumeration of 24 schemata categorized into four groups:…
Descriptors: Cognitive Development, Cognitive Processes, Intellectual Development, Models
CLELAND, DONALD L. – 1966
THE NATURE OF COMPREHENSION IS DEFINED AND CLARIFIED. THE LITERATURE IS SURVEYED TO SHOW THAT THE DEVELOPMENT OF CONCEPTS IS IMPORTANT IN INTELLECTUAL ACTIVITIES. IT IS POINTED OUT THAT CONCEPTS ARE BUILT FROM PERCEPTS, IMAGES, SENSATION, AND MEMORIES, AND THAT THE STEPS WHICH ARE EMPLOYED AS CONCEPTS ARE BUILT AND REFINED AND INCLUDE PERCEIVING,…
Descriptors: Cognitive Development, Concept Formation, Conceptual Schemes, Intellectual Development
Peer reviewedEvans, Steven – Instructional Science, 1974
Paper presents a two-fold operational partition of the structures involved in characterizing instructional knowledge. (Author)
Descriptors: Cognitive Development, Cognitive Processes, Instruction, Instructional Systems
Peer reviewedBrooks, Martin; And Others – Educational Leadership, 1983
The Cognitive Levels Matching Project trains teachers to guide students' skill acquisition and problem-solving processes by assessing students' cognitive levels and adapting their teaching materials accordingly. (MLF)
Descriptors: Cognitive Development, Elementary Secondary Education, Inservice Teacher Education, Intellectual Development
Peer reviewedBejar, Isaac I. – Intelligence, 1981
Recent literature suggests a causal link between malnutrition and impaired cognitive development. A selective literature review indicates that the presence or absence of such a link cannot be established. A reanalysis of an experiment indicated after four years of treatment there was no association between cognitive and nutritional status.…
Descriptors: Clinics, Cognitive Development, Correlation, Foreign Countries
Peer reviewedBerbaum, Michael L.; Moreland, Richard L. – Child Development, 1985
Estimates confluence model of intellectual development for a within-family sample of 321 children from 101 transracial adoptive families. Mental ages of children and their parents and birth or adoption intervals were used in a nonlinear least-squares estimation procedure to obtain children's predicted mental ages. Results suggest efficiency of the…
Descriptors: Achievement, Children, Cognitive Development, Family Influence
Peer reviewedLawson, Anton E. – Science Education, 1977
Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)
Descriptors: Cognitive Development, Cognitive Processes, Demonstrations (Educational), Descriptive Writing
Hodes, Carol L. – 1988
The research of William Perry, the Harvard psychologist who documented cognitive growth in undergraduates, is summarized. Perry's theory is compared to Piaget's theory, and the view that Perry is an extension of Piaget is discussed. Also noted is the shift in locus of control and other measures that occur as students progress through Perry's…
Descriptors: Cognitive Development, College Students, Educational Theories, Higher Education
Peer reviewedHursh, Barbara; And Others – Journal of Higher Education, 1983
The general education curriculum should include academic experiences based upon selected theories of intellectual development. The works of Dewey, Piaget, and Perry provide the theoretical framework for an interdisciplinary model that takes cognitive development as the primary goal and disciplinary exposure as a by-product. (Author/MLW)
Descriptors: Cognitive Development, College Curriculum, General Education, Higher Education
Peer reviewedWebb, Roger A.; And Others – Child Development, 1974
Descriptors: Age Differences, Cognitive Development, Comprehension, Developmental Psychology
Collis, Kevin F. – 1977
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…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Concept Formation
Peer reviewedCarberry, Julie Dryden; And Others – NACADA Journal, 1986
One is best able to teach when familiar with student needs and experiences. Cognitive developmental theory can enhance the "art of teaching" and understanding the cognitive stages of student development can help the advisor appreciate a student's perspective. Cognitive theory is translated into useful advising strategies. (MLW)
Descriptors: Academic Advising, Cognitive Development, Cognitive Measurement, College Students
Case, Robbie – 1974
A functional (as opposed to structural) theory of intellectual development is presented and used to generate specific performance models for Piagetian tasks involving the control of variables (cf. Inhelder and Piaget, 1958). On the basis of these models, it is concluded that intelligent, field independent 7- and 8-year-olds should be able to…
Descriptors: Cognitive Development, Cognitive Processes, Conceptual Schemes, Conservation (Concept)
Peer reviewedStonewater, Barbara Bradley – NASPA Journal, 1988
Uses Perry's scheme of intellectual development to describe an informal model of cognitive development assessment. Suggests resident characteristics that residence hall staff might detect in students regarding topics students and staff encounter in halls. Presents ways for residence hall staff to use information to better understand students and…
Descriptors: Cognitive Development, College Students, Dormitories, Evaluation Methods
