ERIC Number: ED106330
Record Type: Non-Journal
Publication Date: 1974-Feb
Reference Count: N/A
First Cross-Sectional Study of Attainment of the Concepts "Equilateral Triangle" and "Cutting Tool" by Children Age 5 to 16 of City B. Report from the Program on Children's Learning and Development. Technical Report No. 288.
Klausmeier, Herbert J.; And Others
Theory and research regarding four levels of concept attainment and three uses of concepts as specified by the conceptual learning and development (CLD) model are described. The strategy and objectives of a longitudinal assessment of children's conceptual learning and development are presented. Perspective is provided regarding the role of the present cross-sectional study in the longitudinal assessment. For the present study, assessment batteries were developed to assess each child's level of concept attainment and also the related use of the concepts equilateral triangle and cutting tool. Both batteries were designed as paper-and-pencil tasks and administered to 100 children enrolled in each of four grades: kindergarten, third, sixth, and ninth. Predictions based on the model about children's conceptual development were strongly supported across both concepts. The two concepts were attained in an invariant sequence according to four successive levels: concrete, identity, classificatory, and formal. As the concepts were attained to higher levels they were used increasingly (a) in cognizing supraordinate-subordinate relationships in a hierarchy where the attained concept was an element of the hierarchy, (b) in understanding principles that stated a relationship between the attained concept and one or more other concepts, and (c) in solving problems that required the use of the particular concept. Having the labels of the concept and of its defining attributes facilitated (a) attainment of the concept and (b) mastery of the three uses of the concept. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.