Stages of Piagetian Tasks and Spatial Relations in University Students.

Autor/inn/en	Williams, John D.; und weitere
Titel	Stages of Piagetian Tasks and Spatial Relations in University Students.
Quelle	, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Age Differences; Conservation (Concept); Higher Education; Intelligence Tests; Logical Thinking; Research Reports; Sex Differences; Standardized Tests; Test Construction + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Age; Difference; Age difference; Altersunterschied; Konservierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intelligence test; Intelligenztest; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Standadised tests; Standardisierter Test; Testaufbau
Abstract	University students were administered three Piagetian tasks and a spatial relations test, the Revised Minnesota Paper Form Board. Students' American College Test (ACT) mathematics scores were also recorded. A measure of conservation of weight, administered individually, was the first Piagetian task. Two paper and pencil tests of progressively higher Piagetian functioning, the Concrete-Operational Reasoning Test and the Logical Reasoning Test were also administered. A path analysis was performed on the five measured variables, using a set of recursive models and with the following ordering: (1) Conservation of weight; (2) Concrete- Operational Reasoning Test; (3) Logical Reasoning Test; (4) Spatial relations; and (5) ACT mathematics. Two paths were dropped as being too small to be of explanatory value: the path from conservation of weight to ACT mathematics, and the path from conservation of weight to Concrete - Operational Reasoning Test. The data was also analyzed in a two way analysis of variance by age and sex on all variables but the ACT mathematics. Males scored significantly higher on the Logical Reasoning Test. Although non-significant, the females scored somewhat higher on spatial relations than did the males; this outcome is in direct opposition to most published findings. (Author/RD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC