A Mechanism for Transition of Concrete to Abstract Cognitive Processes.

Melnick, Gerald I.

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ERIC Number: EJ086599

Record Type: Journal

Publication Date: 1973

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A Mechanism for Transition of Concrete to Abstract Cognitive Processes

Melnick, Gerald I.

Child Development, 44, 3, 599-605, Sep 73

An extension of discrimination-learning theory based on the inhibition of stimulus intensity was proposed and supported as a mechanism of cognitive development. Among 48 normal and 37 educable mentally retarded children the predominant category of transistional children conserved at a low level of stimulus intensity but failed to conserve at a higher level. (ST)

Descriptors: Age Differences, Cognitive Development, Conservation (Concept), Cues, Discrimination Learning, Elementary School Students, Inhibition, Logical Thinking, Mild Mental Retardation

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