This paper describes the Inventory of Piaget's Developmental Tasks, summarizes the data on its reliability and validity, comments on its usefulness as a quick, paper-pencil test which introductory chemistry instructors might use for assessing cognitive development, and presents data showing how introductory chemistry students scored on it.…

An experienced observer and educator maintains that some of the best minds in education and psychology were involved in the development and use of standardized tests, and that a rejection of standarized testing is also a rejection of the principles of learning and true measurement of educational progress. (Author/LBH)

Presents an analysis of Pascual-Leone's quantitative model for the measurement of the cognitive capacity of children. Presents an experiment in which 8-year-old children are asked to reproduce single actions and combinations of actions modeled by an experimenter. (BD)

Compared children's performance on 2 tasks (a liquid and a non-liquid horizonatality assessment task) designed to measure knowledge of the horizontal axis by means of 2 different physical principles. Subjects were 20 children from each of grades 1, 3, and 5 who worked with 20 college students. (MP)

Discusses the need to teach earth science material at the cognitive level of development of the student and presents examples of earth science related tests of formal and concrete operational competencies. (SL)

This research explores the relationships between the cognitive variables, as measured by Piagetian tests and standard Raven Matrices, and Witkin's Field-dependence/independence dimension, (FD/FID). The association between sex, social class, and personality variables with the Witkin's dimension is also investigated. (Author)

Chronically undernourished children of low socioeconomic status participated in a treatment program combining nutritional, health care, and educational features. By school age, the gap in cognitive ability between the treated children and a group of privileged children had narrowed. The effect was greater for the youngest preschoolers entering the…

The results indicate that although relational concepts influence the cognitive aptitudes which are reflected in analogy item performance, success in solving analogies does not depend on individual differences in some major aspects of processing relationships. (Author/DEP)

Specifications are offered for a stage theory of adult cognitive development. Current psychometric technologies are criticized as being limited in descriptions of cognitive function. The development of novel technologies is suggested for study of adult cognitive development. Paper presented at the 10th International Congress of Gerontology,…

This study was designed to determine the reliability and construct validity of an alternate form of the Learning Style Inventory using a semantic differential format. Results of the study suggested that the alternate form was reliable and construct valid. (Author/LMO)

Investigated age changes and differences in personality as measured by the Holtzman Inkblot Technique (HIT). Concluded that the HIT measures perceptual-cognitive variables that are moderately stable in adulthood. (Author/ABB)

Compared three methods of rating thoughts: self-rating by subjects, rating by experts with thoughts presented randomly, and rating by experts with thoughts presented in context among 107 students who listed their thoughts prior to giving a speech. Results indicated all three methods were equal in predictions of speech anxiety and performance.…

Tracing the development of the Otis test series, the author argues that there will be a continuing demand for group-administered general mental ability tests in education. He foresees a need for better ways of relating ability test scores with skills and achievements to make them more educationally useful. (Author/JAZ)

Using Raven Progressive Matrices Test items, this study developed an empirical measure of subjects' ability to create new problems. The relationship between this ability and problem solving skills was examined. A very low correlation was found between inventing and solving problems. Problem creation was more difficult than problem solving. (BS)

The need for an ecological approach to cognitive assessment of preschool-aged children is discussed. Purposes of and popular approaches for cognitive assessment are presented. Tests and techniques are reviewed, and implications for the practice of psychology in the schools are discussed. (Author/LMO)