Second Cross-Sectional Study of Attainment of the Concepts "Equilateral Triangle,""Cutting Tool,""Noun," and "Tree" by Children Age 6 to 16 of City A. Technical Report No. 367.

Autor/inn/en	Klausmeier, Herbert J.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Second Cross-Sectional Study of Attainment of the Concepts "Equilateral Triangle,""Cutting Tool,""Noun," and "Tree" by Children Age 6 to 16 of City A. Technical Report No. 367.
Quelle	(1976), (141 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Age Differences; Classification; Cognitive Development; Cognitive Measurement; Cognitive Processes; Concept Formation; Cross Sectional Studies; Discrimination Learning; Elementary Secondary Education; Fundamental Concepts; Generalization; Grade 1; Grade 10; Grade 4; Grade 7; Identification; Language Learning Levels; Longitudinal Studies; Problem Solving; Sex Differences; Test Construction + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Age; Difference; Age difference; Altersunterschied; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Lernen; Lernprozess; Grundlagenplan; Konzept; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Identifikation; Identifizierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Problemlösen; Sex difference; Geschlechtsunterschied; Testaufbau
Abstract	For this study, the second in the cross sectional series, based on the Conceptual Learning and Development (CLD) model, assessment batteries were developed to determine each child's level of concept attainment and also the related use of the concepts "equilateral triangle,""cutting tool,""noun," and "tree." Batteries were designed as paper-and-pencil tasks and were administered to from 309 to 313 children, depending on assessment battery, enrolled in each of four grades: first, fourth, seventh, and tenth. Predictions based on the model about children's conceptual development were strongly supported across concepts: (1) The concepts were attained in an invariant sequence according to four successive levels: concrete, identity, classificatory, and formal. (2) As the concepts were attained at higher levels, they were used increasingly in cognizing supraordinate-subordinate relationships in a hierarchy where the attained concept was an element of the hierarchy, in understanding principles that stated a relationship between the attained concept and one or more other concepts, and in solving problems that required the use of the particular concept. (3) Having the labels of the concept and of its defining attributes facilitated attainment of the concept and mastery of the three uses of the concept. (Author/BW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC