ERIC Number: ED022534
Record Type: RIE
Publication Date: 1966-Dec
Reference Count: 0
The Hierarchical Organization of Intellectual Structures.
White, Sheldon H.
A discussion of the assumptions about the composition of intelligence which underlie preschool intervention efforts today offers theoretical evidence of a hierarchical arrangement of learning processes. International studies on cognitive development have concluded that the emergence of symbolic or conceptual thought occurs at a transitional age between 5 and 7 years, when the child normatively shows "readiness" to learn reading by the usual school methods. Cognitive and psychoanalytical theorists appear to agree that a more mature level of cognitive and emotional organization is superimposed upon a more juvenile level, the latter being inhibited at this time. A concise review of the behavioral development literature supports this general theory. In addition, the range and diversity of behavioral changes between 5 and 7 seem to reflect the impact of schooling. The following question needs investigation: If the necessary maturation can be advanced or retarded by environmental stimulation, should a preschool goal be to advance the time of transition? The implications for educational programs are apparent. One example is the need for some measurement other than IQ changes in evaluating preschool program outcomes. (MS)
Descriptors: Age, Behavior Change, Behavior Theories, Behavioral Science Research, Cognitive Development, Developmental Psychology, Educational Strategies, Grade 1, Intellectual Development, Intelligence Quotient, Kindergarten, Learning Theories, Literature Reviews, Organization, Readiness, Time Factors (Learning)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at symposium, The Role of Experience in Intellectual Dev., Am. Assoc. for the Advancement of Sci.,Wash., D.C.,Dec.1966