The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…

The learning of different school subjects (history, English, poetry appreciation, creative writing, reading, elementary school mathematics, geography, and modern languages) can be evaluated qualitatively, using the Structure of the Observed Learning Outcome (SOLO) Taxonomy. The taxonomy is structured into five major levels, with transitional…

The purpose of this study is to show that there is a gradual and measurable development in the drawing of space representation concepts. A further purpose is to show that children's drawings of a village (which represent relations among concepts) may be a better measure of their conceptual maturity than their drawings of a man (which represent a…

After reviewsing the literature relative to culture and cognition, an hypothetical model was developed to explain some aspects of concept learning and cognitive development. To test aspects of the model, 3 tests which had had prior use in cross-cultural studies and 5 original tests were administered individually to 34 Stoney Indian and 34…

This paper presents a theoretical and empirical analysis of Piagetian and psychoanalytic theories of infancy to establish the developmental relationships between cognition and affect. Theoretical points of similarity and dissimilarity are cited. Relevant reasearch studies (Bell, Gouin-Decarie, Fraiberg) are reviewed in an attempt to resolve…

This final report of "Meeting of Experts" summarizes the major issues raised by participants of the spring 1974 UNESCO meeting on the psychological development of children from birth to 6 years of age and implications for the educational process. Five position papers, presented by individuals representing a broad range of interests and…

Educational reform appears to be moving in two incompatible directions, exhibiting considerable interest in increasing freedom on one hand, but on the other emphasizing the control and management of the educational environment. The purpose of this research is to examine the conceptual impact of various psychological theories, particularly…

Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

After presenting a research review indicating that English as a second language (ESL) secondary school students need to improve their thinking skills, this paper reports on a study in which 136 analogies were developed for use as tools to teach these students to read at inferential and applied levels. The vocabulary source for the analogies was…

Initially differentiating ideas of self-concept, personality, and self-esteem, this paper discusses the development of the self from infancy through adolescence. The discussion of infancy focuses on learning about bodily self and related disruptions and describes the emergence of the social and independent self. The discussion of toddlers and…

Students' abstract reasoning abilities can differ from one society to another. Students' profiles play significant roles in these differences. The aim of the study is to determine the relationship between middle school students' cognitive development levels and their profiles (age, gender, and science achievement) using the Science Cognitive…

A four-year longitudinal study of concept attainment and uses of concepts, as specified by the Conceptual Learning and Development Model, is described. Data collected during the first two years were based upon the assessment of the concept, equilateral triangle. The assessment battery was administered to 351 children (grades K, 3, 6, and 9) in…

In order to determine the cognitive development of Navajo children in terms of Piagetian conservation of number, mass, and continuous quantity, 168 Navajo children at seven different age levels from 5 to adult were presented with a series of three conservation tasks. The tasks consisted of a standard object and an equivalent object that could be…

In a test the presence or absence of a "structure" in the individual's cognitive processes of formal operations thinking, 61 fourth, fifth, and sixth grade students were administered three tasks supposedly requiring such a method of thinking. The three tasks were (1) a problem solving task (PS), (2) a chemistry task requiring a certain combination…

An experiment in teaching logic to fifth graders using a children's story is reported. Part one of the report develops the experiment's rationale. A lack of reasoning ability among children is perceived and several causes are suggested -- among them a reliance on reading, math, and science as vehicles for reasoning, emphasis on problem solving…