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ERIC Number: ED080151
Record Type: Non-Journal
Publication Date: 1973-Feb
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Concrete and Abstract Thinkers at Three Grade Levels and Their Performance with Complex Concepts.
Meinke, Dean L.; And Others
The study reported involved: (1) development of a concept learning task which embodied complex concepts similar to those included in elementary school curricula, and (2) investigation of the effects of type of thinking, abstract or concrete; grade levels, fourth, sixth, or eighth; and sex upon performance of human Ss with complex concepts of justice, injustice, freedom, non-freedom, and irrelevant. A pool of subjects was established at each grade level for each category of thinking. The classification of subjects was established by means of a sub-test of the Wechsler Intelligence Scale for children. Materials used were slides. Analysis of variance of the data produced the following results: (1) Subjects classified as abstract thinkers performed significantly better than those classified as concrete thinkers; (2) There was a significant effect for grade level; (3) There was no significant difference found related to sex; and (4) There were no significant interaction effects. Implications for classroom teachers include: (1) Students can deal with concepts that are complex at several grade levels; and (2) The entry level of the student should be considered as an important variable. (CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children