Examined whether gender differences exist within cognitive stages and whether gender differences exist at the cognitive stage level in college freshmen (n=86). Longitudinal study found students' epistemological development revealed gender differences in epistemological reasoning structures but not in cognitive structural stages. (Author/ABL)

In a study of 151 college freshmen of both sexes, cognitive complexity and learning orientation revealed gender-related qualitative differences within parallel cognitive structures. Different cognitive structures were accompanied by different learning orientations. (Author/TE)

Reviews four books: (1) "A Dynamic Systems Approach to Development: Applications" (Linda B. Smith and Esther Thelen, Eds.); (2) "The Psychology of Gender" (Anne E. Beall and Robert J. Sternberg, Eds.); (3) "Children's Understanding: The Development of Mental Models" (Graeme S. Halford); and (4) "Adolescent Storm…

Examines research which suggests that children's developing knowledge about traditional gender roles has a substantial influence on how children process information pertaining to gender. Evidence also shows that as children attain gender constancy, their behaviors become especially responsive to gender-related information. (Author/RWB)

Supports the position that although individual differences have often been ignored, children do differ in the stereotyping of their gender identities and attitudes (gender schemata). Stresses that children with traditionally stereotyped gender schemata process information about gender differently from children who have less stereotyped schemata.…

This book presents the findings of a longitudinal study of 101 college students and the development of their ways of knowing over a 5-year period, focusing particularly on the role of gender in intellectual development. Part 1, "Understanding Gender-Related Patterns of Knowing," introduces different ways of knowing. Chapter 1 reviews the…

Sex differences on Perry's stages of epistemological development were investigated in a study of 100 freshmen (50 men and 50 women) at a large midwestern university. A semi-structured interview probed six domains related to Perry's theory, including the role of the learner, instructor, and peers in the learning situation, the question of…

Reviews research on (1) schemata acquisition while learning mathematics and techniques for detecting schema in mathematics learners; and (2) assessment of the distribution of cognitive resources while learning mathematics that lead to the design of instructional techniques to facilitate schema acquisition. (26 references) (MDH)

This book is the result of the accumulated research of five researchers from the United States and Australia on a school in Coastal Australia. The research team shared a constructivist epistemology and interpreted the qualitative and quantitative data collected over a 10-week period in two classrooms from that perspective. Each chapter discusses…

Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)

Used meta-analysis to examine relationship of parents' gender schemas and their offspring's gender-related cognitions, with samples ranging in age from infancy through early adulthood. Found a small but meaningful effect size (r=.16) indicating a positive correlation between parent gender schema and offspring measures. Effect sizes were influenced…