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Peer reviewedJohnson, David E. – Teaching of Psychology, 1989
Presents a technique for introducing analysis of variance (ANOVA) at the concrete level of operational thought, enabling students in introductory statistics courses to understand the complex correlations and interactions between variables. Helps students develop an intuitive understanding of the concepts of between- and within-groups variance and…
Descriptors: Cognitive Development, Higher Education, Intuition, Learning Strategies
White, Stephen; And Others – National Forum: Phi Kappa Phi Journal, 1988
Articles on IQ testing are presented: "Opportunity and Intelligence" (Stephen White); "Beyond the IQ: Education and Human Development" (Howard Gardner); "Beyond IQ Testing" (Robert J. Sternberg); "Working Smarter" (Roger J. Peters); "Varieties of Mind" (John L. Doris, Stephen J. Ceci); "Human…
Descriptors: Cognitive Development, Cognitive Processes, Environmental Influences, Higher Education
Peer reviewedKaiser, Mary Kister; And Others – Developmental Psychology, 1986
Examines the development of intuitive theories of motion among college students and children between the ages of 4 and 12. School-aged children made more erroneous predictions on the path a ball takes upon exiting a curved tube than preschoolers, kindergarteners, and college students. Results related to the "growth error." (Author/BB)
Descriptors: Children, Cognitive Development, College Students, Elementary Education
Download full textMevorach, Miriam; Strauss, Sidney – 1995
The purpose of this study was to determine the nature of teachers' implicit in-action mental models about children's minds and learning, as inferred through the ways they teach. The work was based on the theoretical works of D. Schon, L. Shulman, and P. N. Johnson-Laird. Study participants included 24 student, novice, and experienced teachers. All…
Descriptors: Beginning Teachers, Children, Cognitive Development, Foreign Countries
Peer reviewedYoungblood, Michael S. – Studies in Art Education, 1983
Popular beliefs and research on modes of thinking among artists and scientists promote the idea that artists are motivated primarily by emotion and intuition, while scientists are stimulated primarily by logic and reason. This dichotomy and its implications for art education are discussed and criticized. (Author/IS)
Descriptors: Art Education, Artists, Cerebral Dominance, Cognitive Development
