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ERIC Number: ED038443
Record Type: RIE
Publication Date: 1969-Nov-15
Pages: 20
Abstractor: N/A
Reference Count: 0
Goal as Environmental Variable in the Development of Intelligence.
Greenfield, Patricia M.
The nature and specification of goals in teaching a group of concepts affect the type and quality of learning. What is learned is learned as a means to some end. Feedback from end to means regulates learning a given activity. The task or goal structure provided by the environment may play its most important role early in life and gradually decline in importance. When the goal structure of the environment (its means-end relationships) is out of kilter, many of the intellectual phenomena labeled cultural deprivation result. Although people may fail to realize goals, the environment may fail to provide a growth-promoting sequence of them. The goals set for the child by his caretakers and the relation of these to the child's available means is a critical factor in determining the rate of cognitive growth in the early formative years. The problem of maintaining compensatory educational gains may thus be the absence of an adequate goal structure; no amount of past "catching up" is going to affect the course of present or future learning. Further, school learning is characteristically separate from any immediate goal, thus provoking the issue of "relevance." (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at Conference on Contributions to Intelligence, Univ. of Illinois, Urbana, Ill., November 15, 1969