Third Cross-Sectional Study of Attainment of the Concepts "Equilateral Triangle,""Cutting Tool,""Noun," and "Tree" By Children Age 7 to 17. Technical Report No. 427. Reprinted December 1977.

Autor/inn/en	Klausmeier, Herbert J.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Third Cross-Sectional Study of Attainment of the Concepts "Equilateral Triangle,""Cutting Tool,""Noun," and "Tree" By Children Age 7 to 17. Technical Report No. 427. Reprinted December 1977.
Quelle	(1976), (187 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Age Differences; Cognitive Development; Cognitive Measurement; Cognitive Tests; Concept Formation; Cross Sectional Studies; Developmental Stages; Developmental Tasks; Elementary Secondary Education; Learning Processes; Learning Theories; Logical Thinking; Models; Performance Factors; Sex Differences; Tables (Data); Vocabulary Development + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Kognitiver Fähigkeitstest; Concept learning; Begriffsbildung; Entwicklungsaufgabe; Learning process; Lernprozess; Learning theory; Lerntheorie; Analogiemodell; Leistungsindikator; Sex difference; Geschlechtsunterschied; Tabelle; Wortschatzarbeit
Abstract	The Conceptual Learning and Development (CLD) Model specifies four levels of concept attainment (concrete, identity, classificatory, and formal) and three uses of concepts (problem solving, subordinate-supraordinate, and principles). Longitudinal and cross-sectional studies of concept attainment may be conducted. The results of this study of 300 children in grades two, five, eight, and eleven, are discussed. Each child's level of attainment and use of four different concepts--equilateral triangle, cutting tool, noun, and tree-were assessed. Three hypotheses based upon the CLD model were strongly supported. (1) The concepts were attained in an invariant sequence at the four successive levels, as predicted. (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/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC