ERIC Number: ED060928
Record Type: Non-Journal
Publication Date: N/A
Reference Count: N/A
The Development of New Measures of Cognitive Variables in Elementary School Children (Phase I). Final Report.
Asher, J. William; And Others
Many theorists have proposed formulations to explain the development of concepts in children. One of the most seminal theories for explaining concept development as it pertains to school achievement has come from the work of Piaget. Piaget posits three stages of development. The sensorimotor stage exists from birth to about two years. In this stage, the child is tied to his environment and is forming schemas to cope with his world. In the concrete operational stage, which can be broken into two phases, ages 2-7 and 7-11, the child begins to develop a semiotic function. It is the time of the emergence of the conservations. This stage is called the concrete operational because the child is still tied to reasoning from direct sensory impressions. The final stage is called the stage of propositional thought. In this stage, the child learns to analyze a problem by listing all logical possibilities and testing them systematically. The theories of Piaget and others are analyzed and compared throughout this document. Research literature on which this report is based is presented under the following headings: Review of the Literature on Cognitive Functioning in Elementary School Children; Annotated Bibliography on Cognitive Functioning in Elementary School Children; and Related Measures (review, annotated bibliography, and bibliography on Achievement Testing). (CK)
Descriptors: Academic Achievement, Annotated Bibliographies, Child Development, Cognitive Processes, Comparative Analysis, Concept Formation, Elementary School Students, Environmental Influences, Literature Reviews, Measurement Instruments, Preschool Children, Problem Solving, Research, Testing, Theories, Young Children
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: N/A