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ERIC Number: ED108957
Record Type: Non-Journal
Publication Date: 1973-Sep
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Logial Task Performance in the Preschool: The Effects of Classification and Seriation Instruction. Technical Report No. 270.
Burke-Merkle, Ann; Hooper, Frank H.
The efficacy of small group instructional programs in classificatory, seriation, and combined class/series skills was evaluated for a sample of 60 urban, middle-class, 4- to 5-year-old children in a transfer of training design. Significant curriculum-specific transfer effects were found for the seriation instructional condition, whereas little differences were found for the classification, verbal intelligence, and far-transfer conservation task measures. Sex differences, school location effects, teacher biases, and pretesting effects were generally absent. The apparent feasibility of seriation skill instruction for preschool-aged children and the general noneffectiveness of the classificatory and combined instructional conditions, particularly insofar as far-transfer effects are concerned, suggest a nonunitary picture of cognitive functioning during the transitory phases between preoperational and concrete operational period thought. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Career Education Program.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.