Development of Conceptual Learning and Development Assessment Series IV: Tree. Technical Report No. 433. Reprinted December 1977.

Autor/inn/en	Klausmeier, Herbert J.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Development of Conceptual Learning and Development Assessment Series IV: Tree. Technical Report No. 433. Reprinted December 1977.
Quelle	(1974), (132 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Cognitive Development; Cognitive Measurement; Cognitive Processes; Cognitive Tests; Concept Formation; Developmental Stages; Elementary Secondary Education; Fundamental Concepts; Learning Theories; Measurement Objectives; Test Construction + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Kognitiver Fähigkeitstest; Concept learning; Begriffsbildung; Grundlagenplan; Konzept; Learning theory; Lerntheorie; Testaufbau
Abstract	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 in some way; and (4) formal--naming and defining the concept, listing its attributes, and judging the presence of such attributes in an object. Once a concept is attained, the individual may use the concept in generalizing to new instances, cognizing supraordinate-subordinate relations, cognizing other relations among concepts, and generalizing to problem-solving situations. Seven subtests were developed to assess the level of attainment and use of the concept, tree, from kindergarten through twelfth grade. Criteria for the development of this battery involved several points, in addition to the standard requirements for reliability, objectivity, and usability: it should be appropriate for group administrations to preschool through high school students; and the measures should test a concept that has perceptible representations, generally recognized definitions, and structural taxonomy; is related to the students' curriculum; and is usable in cognizing principles and in problem solving. The battery and administration instructions are appended. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC