The Empirical Validation of the Model of Conceptual Learning and Development Using the Concept of Cutting Tool: Report from the Project on Children's Learning and Development. Technical Report No. 291.

Autor/inn/en	Bernard, Michael E.; Klausmeier, Herbert J.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	The Empirical Validation of the Model of Conceptual Learning and Development Using the Concept of Cutting Tool: Report from the Project on Children's Learning and Development. Technical Report No. 291.
Quelle	(1973), (169 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age; Cognitive Development; Cognitive Measurement; Cognitive Processes; Concept Formation; Conceptual Schemes; Discrimination Learning; Elementary Secondary Education; Evaluation Methods; Hypothesis Testing; Learning Theories; Literature Reviews; Models; Organization; Prediction; Problem Solving; Statistical Significance; Validity + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Lernen; Lernprozess; Hypothesenprüfung; Hypothesentest; Learning theory; Lerntheorie; Analogiemodell; Organisation; Organisationsstruktur; Vorhersage; Problemlösen; Gültigkeit
Abstract	The purpose of this study was to empirically test a set of predictions implied by the Model of Conceptual Learning and Development using the concept of cutting tool. Four subtests were developed to assess a subject's ability to perform at each of four successive levels of concept attainment (concrete, identity, classificatory and formal). In addition, three subtests were constructed to determine the extent to which a subject could use the concept cutting tool to cognize other concepts related to cutting tool as being supraordinate, coordinate or subordinate, to understand cause-and-effect and other relationships when cutting tool or its attributes were incorporated in a principle, and in problem-solving situations. The subtests were designed to elicit behaviors that reflected underlying cognitive operations that differentiated among the four levels and three uses. The subjects were kindergarten, third, sixth and ninth grade children. Each of the five major predictions specified by the Model of Conceptual Learning and Development were confirmed. The Cutting Tool Assessment Battery is included in the appendix. (Author/BJG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC