This report is one of three concerning the 1972-73 field test of the Inquiry Role Approach (IRA) to biology teaching developed by the staff of the Mid-Continent Regional Educational Laboratory (McREL), Kansas City, Missouri. This paper contains a report of the students' cognitive, affective, and social skills performance. The 1,300 students…

The criterion problem in the neoPiagetian cognitive-developmental literature is reviewed. This problem has provoked debate in the context of three empirical questions: concept age norms, concept training effects, and concept invariant sequences. It is argued that only the question of invaniant sequences in same-stage concepts is theoretically…

The relative effects of chronological age, mental age, IQ or Piagetian task performance were investigated among 143 Ss of high, average, and low IQ. Two kinds of group comparisons were made on fifteen tasks: (1) groups of the same chronological age, but different mental age and IQ, and (2) groups of the same mental age, but different chronological…

This study explored the relationship of two distinctive types of divergent cognitive styles, "cold" creativity and "hot" creativity, to academic overachievement. The "cold" divergent cognitive style was found to be a controlled, problem-solving approach to stimuli, whereas the "hot" divergent cognitive style was a freer, more impulsive response to…

The purpose of this study was to measure the nature and extent of the drug abuse involvement, knowledge, and atitudes of eighth and eleventh grade students in the Coronado Unified School District, Coronado, California. Included is a detailed comparison and evaluation of drug utilization rates; the determination of certain value orientations; and…

This paper has reviewed research in "modeling" or observational learning that supports basic elements of social learning theory. The authors point out that past modeling research has not taken into account subjects' self-evaluation and task competence as factors possibly mediating the acquisition and performance of behavior. Social comparison,…

The history of instructional media research is marked by an emphasis on the use of the terminal performance to measure learning. Little attention has been paid to the processes of learning. However, some studies have identified cognitive strategies used in solving problems of concept identification. The task now is to find out the relationship of…

This study attempts to raise and answer the question as to whether lateral specialization of the brain could explain some of the differences in persons at different stages of intellectual development from birth to adulthood according to Piaget's theory of individual development via sequential, qualitatively different stages.…

The existence of a time lag discovered in the cross-cultural application of Piagetian tests may result from a socio-economic bias in Piaget's theory. Abstract, formal cognition may reflect a particular social structure, embodying the principles of exchange value, reification, and alienation which govern production and exchange in the…

Studied the relationship between mental age and progression toward Piaget's stages of concrete operations and formal operations in a sample of middle class children. Formal operations in preadolescence and adulthood are discussed in relation to IQ. (GO)

Relates an experiment designed to test the hypothesis that cognitive change resulting from information inputs can be represented as linear motion of concepts in multidimensional space. (MH)

Speeded cognitive processing tasks involving card sorting and reaction time were administered to 141 young adults aged 18 to 33 and to 142 elderly adults aged 58 to 73. Confirmatory factor analysis was unsuccessful, but independent analyses revealed different factors for the two age groups. (Author/GDC)

Embedding samples of items designed for program evaluation in course exams improves student motivation and faculty acceptance of assessment procedures. Sources of information on learning are discussed including: course examinations, course-based observations, locally developed comprehensive examinations, and externally developed comprehensive…

Explored validity of new clinical test of verbal memory incorporating constructs from normal and pathological memory research, to quantify the ways examinees learn verbal material. Factor analyses of normal subjects and neurological patients indicated that verbal memory consisted of a number of component factors, reflecting learning strategy,…

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)