ERIC Number: ED023484
Record Type: RIE
Publication Date: 1966-Dec-30
Reference Count: 0
The Concept of Developmental Learning.
Cognitive developmental learning is a concept expressing the hypothesis that learning has a continuing, cumulative, and transformational function in the development of intelligence. Two important questions are, "How much do we know about methods?" and "What classes of knowledge and abilities should we develop?" An analysis of past investigations, including animal research, group educational projects, studies of sociopsychological variables, IQ tests, stimulation and measurement experiments, and methodological studies, indicates they are of limited use in exploring the sphere of cognitive developmental learning. Current research is aided by the advanced state of knowledge, convergence of learning and developmental theories, and intensive study of cognitive processes, but much of it concentrates on socially disadvantaged children. A systematic research utilizing dimensions for designing developmental stimulation programs could concentrate on the gifted child. Early and intensive stimulation and pervasive environmental arrangements provided by parents are factors of the gifted child's intelligence. Stimulation control over bright children is a compelling illustration of the proposition of the developmental learning hypothesis. Further research is needed. (DO)
Descriptors: Child Development, Cognitive Development, Early Experience, Educational Experience, Educational Strategies, Environmental Influences, Exceptional Persons, Gifted, Intellectual Development, Learning Readiness, Learning Theories, Parent Influence, Research Proposals, Research Reviews (Publications)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Yeshiva Univ., New York, NY.
Note: Paper presented at 133rd meeting of the American Association for the Advancement of Science, Washington, D.C., December 30, 1966.