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| Kingma, Johannes | 1 |
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Peer reviewedKingma, Johannes; TenVergert, Elisabeth M. – Educational and Psychological Measurement, 1987
Two studies investigated the functional equivalence of three different scoring systems used to assess the child's ability to understand and carry out multiplicative classification tasks. All three scoring criteria produced reliable and homogeneous tests. Their factor matrices were similar, and the corresponding factor structures were invariant…
Descriptors: Classification, Cognitive Measurement, Comparative Analysis, Developmental Tasks
Peer reviewedTryphon, Anastasia; Montangero, Jacques – International Journal of Behavioral Development, 1992
Examined the ability of children from 6 to 12 years of age to draw human figures and to reconstruct the drawing abilities they possessed at earlier ages. Found that diachronic thinking, or the ability to understand a present situation as a stage in an evolving process, developed with age. (MDM)
Descriptors: Childhood Attitudes, Children, Cognitive Development, Elementary Education
Peer reviewedKamii, Constance – Journal of Research in Childhood Education, 1986
Investigates children's difficulty in understanding (numerical) place value. A counting and estimating task, based on Piaget's number theory, was devised to determine if children in grades one through five evidenced this construction. (Author/BB)
Descriptors: Cognitive Processes, Developmental Stages, Difficulty Level, Elementary Education
Peer reviewedDoise, Willem; Hanselmann, Claude – Learning and Instruction, 1991
To illustrate the joint intervention of sociocognitive conflict and social marking in cognitive processes, 160 children (87 males and 73 females) in Geneva (Switzerland), with an average age of 6.5 years completed conservation of number and conservation of liquids tasks. Conflict and social marking are important in the acquisition of operational…
Descriptors: Child Development, Classroom Research, Cognitive Development, Conflict
