This document presents Part I of a two-part study which sought to ascertain the relationship of grade level, achievement level, sex, and method of presentation to the various bases by which children classify geometric concepts. Two tasks, administered consecutively to 96 subjects in grades five, eight and eleven, consisted of the sequential…

This document, Part II of a two-part study, is the summary chapter of a report which sought to ascertain the relationship of grade level, achievement level, sex, and method of presentation to the various bases by which children classify geometric concepts. Two tasks, administered consecutively to 96 subjects in grades five, eight, and eleven,…

Tested was the hypothesis that science instruction based on task analysis will lead to the acquisition of the ability to perform certain Piaget volume tasks which have been characterized as requiring formal operations for their solutions. A Test on Formal Operations and a Learning Hierarchies Test were given to fourth- and sixth-grade students in…

To investigate how a child organizes new objects and how categories function for a chid, twelve 6- and twelve 8-year-olds were individually given several sorting tasks involving 21 three-dimensional nonsense objects. The child was exposed to all the objects; three objects were pointed out and withdrawn; and then the child was asked to describe…

Two experiments investigate the effects of mode of presentation and number of categories on 4-year-olds' proportion estimates. Experiment I compares simultaneous and successive presentations of proportion problems using two categories of elements. The subjects were 40 children chosen randomly and tested individually. Four problems were presented…

This document describes the Conceptual Learning and Development (CLD) model of concept formation. According to the CLD analysis, a single concept is learned in the following successive levels of attainment: concrete, identity, classification, and formal. The four levels are considered applicable to concepts that are defined (or could be defined)…

This document describes experimental attempts to teach young children the concepts of conservation of number. Subjects were 48 nursery school children who were divided into experimental and control groups. All children were individually pretested for conservation, after which the experimental group alone received two training sessions. The…

A series of studies on young children's use of the terms "same" and "different" are reported. The work began from the observation that young children could respond correctly to instructions involving "same" but were often incorrect in response to "different". This finding was replicated under a variety of experimental conditions and found to be…

The development of role concepts, as revealed in the ways in which children of different ages conceptualize specific occupational roles, is presented. The conceptualization of roles was studied in groups of 10 boys and 10 girls each from the first, third, and sixth grades. The mean ges of the groups were 6.9, 8.9, and 11.9 years, respectively.…

Different types of understandings are presented as different facets of the development of the mental processes. (MP)

Data analysis revealed that a post-organizer had a significant facilitating effect on immediate free-recall in a controlled lecture in college statistics, but no effect on immediate content recognition or delayed free-recall. (MP)

Testing of a group of kindergarten children generally supported the hypotheses that (1) children from schools in higher socioeconomic areas would have significantly more advanced concepts of language than children in lower socioeconomic areas and (2) that this conceptual development would be correlated with more conventional measures of reading…

A sample of 144 children from nursery school, first, and third grades were given a series of problems in which they were required to judge which of 2 synchronous events was longer in duration and to rationalize their judgments. (Author/JMB)

Thirteen retarded adults at each of three mental age levels (5 to 6, 7 to 8, 9 to 12) were assessed on classification, relativity, and transitivity performance. (Author)

The development of the concept of object permanence was investigated with eight infants with cleft lip/palate and four nonimpaired infants. Superior performance of the cleft lip/palate group was found, possibly due to increased environmental stimulation provided by parents. (DB)