A sample of college students was used to determine whether there was a correlation between Lowenfeld's visual-haptic continuum and Piaget's concrete-formal continuum. Three instruments were administered--a questionnaire, the Successive Perception Test I (Gibson) which identified an individual's location on the visual-haptic continuum, and the…

This study examined the relationship of cognitive and affective objectives to art experiences using data from the 1974-75 national assessment of art. The 1974-75 assessment used art exercises to measure cognitive and affective objectives of nearly 27,000 students aged 9, 13, and 17. The cognitive exercises were designed to assess students'…

The primary objectives of this project commonly refereed to as "Assessing Human Abilities" were: (1) to provide reference measures for cognitive factors; and (2) to provide a guide to reference measures for self-report temperament factors. The overall objective was to conduct research in the area of factor analysis directed toward the…

The purpose of this study was to develop, field-test, and validate a useable, objectively-scored test for use with advanced undergraduate college students majoring in elementary education. The first of three tests was submitted to groups of professors and teachers for analysis and criticism. Part II, Form A and B, was developed from the revision…

This was a study to see whether students learn specific material better in classes which emphasize recitation on fact questions or recitation which involves the students in higher cognitive reasoning and interpreting skills. A series of 10 one-hour ecology lessons were taught by specially trained teachers; the same curriculum materials were…

Several tenets of mastery learning were examined in this study in the context of college level instruction. When students learn for mastery: (1) retention test scores should exhibit small variability and should be unrelated to aptitude; (2) test items which are classified into high and low cognitive behavior subscales should be unrelated to…

Observing that available standardized tests purporting to measure problem solving in mathematics do not validly reflect currently accepted definitions of problem solving, while more valid individualized measures are costly in terms of time, this researcher undertook (1) to construct a paper-and-pencil instrument which might better reflect…

This dissertation abstract summarizes a research study which investigated the hypothesis that bilingualism in children would result in: (1) increased ability to analyze syntax; (2) acceleration in the time of arrival of the stage of concrete operational thinking; and (3) an increase in cognitive flexibility or ability to mentally shuffle material.…

The purposes of this study were to determine (1) whether there is a developmental sequence in children's acquisition of metalinguistic abilities and (2) whether the acquisition of these abilities is related to Piagetian operations. Word awareness served as the measure of metalinguistic ability. An attempt was also made to determine whether the…

This review of psychometric research in reading analyzes the factors which seem related to reading comprehension skills. Experimental analysis of reading comprehension by L. E. Thorndike revealed two major components: knowledge of word meanings and verbal reasoning abilities. Subsequent analysis of experimental studies of reading comprehension…

The Edmonds Learning Style Identification Exercise was developed as an instrument for teachers to determine a student's most natural learning mode in order to provide mode-effective counseling with individualized instruction or other teaching methods to accommodate different learning styles. (RM)

Students in a multi-occupational (cluster) metals program scored higher on tests covering three metals areas than students in single-occupational programs, suggesting that, at the secondary level, general rather than special instruction in metal trades has considerable value as far as pencil and paper tests of cognitive outcomes can reveal.…

Reports a study of the cognitive preferences of 599 tenth grade students in physics, chemistry, and biology and the effects of sex and school type on outcomes. Findings indicate cognitive preference was the same for all three sciences, sex is not significant, and school type affects curiosity and utility outcomes. (SL)

Presents a research study of 66 students in grades 9-12 to determine the validity of assessing cognitive level of development from a single task. Results indicate that one task is not an adequate and reliable measure of a scheme or of formal operations in general. (SL)

Describes the development at Jefferson Community College of a method for identifying students with insufficient cognitive skills for success in nonmajor biology courses, and for improving these skills in remedial programs which have no relation to course material. (TP)