Descriptor
| Abstract Reasoning | 5 |
| Concept Formation | 5 |
| Discrimination Learning | 5 |
| Learning Processes | 5 |
| Classification | 2 |
| Cognitive Processes | 2 |
| Concept Teaching | 2 |
| Kindergarten Children | 2 |
| Learning Theories | 2 |
| Logical Thinking | 2 |
| Models | 2 |
| More ▼ | |
Source
| Theory into Practice | 1 |
Author
| Klausmeier, Herbert J. | 1 |
| Novak, Joseph D. | 1 |
| Panda, Kailas C. | 1 |
| Prentice, Joan L. | 1 |
| ROSENTHAL-HILL, IRENE | 1 |
| SHANTZ, CAROLYN UHLINGER | 1 |
| SIGEL, IRVING E. | 1 |
| SUPPES, PATRICK | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedNovak, Joseph D. – Theory into Practice, 1980
A framework for using and changing concepts in the study of science is described. (JD)
Descriptors: Abstract Reasoning, Concept Formation, Concept Teaching, Discrimination Learning
Download full textPrentice, Joan L.; Panda, Kailas C. – 1970
Experiment I was designed to demonstrate that young children fail to abstract the positive cue as the relevant stimulus event in a restricted concept-learning task. Sixteen kindergarten and 16 fourth grade subjects were trained to criterion on a Kendler-type task, whereupon each subject was presented a pair of new instances which contrasted only…
Descriptors: Abstract Reasoning, Academic Ability, Children, Concept Formation
ROSENTHAL-HILL, IRENE; SUPPES, PATRICK – 1967
CONCEPT FORMATION IN 50 KINDERGARTENERS WAS STUDIED BY REQUIRING THE CHILDREN TO SORT CARDS ACCORDING TO ONE OF FOUR ATTRIBUTES OF THREE DIFFERENT DIMENSIONS. THE OBJECTIVE WAS TO EXPLORE THE VALIDITY AND LIMITATIONS OF AN ALL-OR-NONE LEARNING MODEL FOR COMPLEX CLASSIFYING RESPONSES. INFORMATION WAS PRESENTED TO THE SUBJECT BY TWO POSITIVE…
Descriptors: Abstract Reasoning, Associative Learning, Cognitive Processes, Concept Formation
SHANTZ, CAROLYN UHLINGER; SIGEL, IRVING E. – 1967
PIAGET HAS BEEN CONCERNED WITH THE ASSESSMENT OF THE PRESENCE OR ABSENCE OF CONSERVATION AND RELATED PROCESSES, BUT HE HAS NOT FOCUSED EXPERIMENTALLY ON THE FACTORS WHICH CAN ACCOUNT FOR THE LEARNING OF CONSERVATION. TO INVESTIGATE SUCH FACTORS, RESEARCH WAS CONDUCTED (1) TO DETERMINE THE RELATIVE EFFECTIVENESS OF TWO PARTICULAR GROUP TRAINING…
Descriptors: Abstract Reasoning, Classification, Cognitive Processes, Comparative Testing
Klausmeier, Herbert J.; And Others – 1976
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…
Descriptors: Abstract Reasoning, Classification, Cognitive Development, Cognitive Measurement
