The question of how to integrate developmental (Piagetian) and psychometric conceptions and assessments of intelligence is considered. A solution which incorporates the contributions of each position--intelligence as forms and as traits--is offered. Premises and objectives of each tradition are reviewed and compared. Overlaps make synthesis…

Jean Piaget's belief that children's developmental levels largely determine what they can learn is challenged. Research concerning the existence of cognitive structures in children is critiqued, and problems with administering Piagetian tasks are pointed out. Educators should not restrict children's exposure to learning because, according to…

Research is described concerning a factor analytic view of adolescent thought in Piagetian context. Included are a description of Piagetian tasks used for determining stage of mental development, studies concerning Piagetian task factor analysis, and the current factorial structure of adolescent thought. (DS)

Piaget's model of children's conceptual learning and development was compared with Klausmeier's Conceptual Learning and Development (CLD) model in a longitudinal study. The CLD model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known…

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…