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Peer reviewed Peer reviewed
ERIC Number: EJ086599
Record Type: CIJE
Publication Date: 1973
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
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
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Peabody Picture Vocabulary Test