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ERIC Number: ED122966
Record Type: RIE
Publication Date: 1976-Apr
Pages: 7
Abstractor: N/A
Reference Count: 0
A Longitudinal Study of the Relationship Between Cognitive and Social Development.
Keasey, Charles Blake
Longitudinal support was obtained for a positive relationship between cognitive and social development. From a large sample of kindergarteners, three groups of 12 children of comparable age and IQ were selected as displaying substantial, moderate, or no mastery of Piagetian concrete operations. From kindergarten through second grade, the social development of the initially high cognitive group exceeded that of the initially low cognitive group in the areas of empathy, communication and role taking. Although all groups improved, cognitive differences present in kindergarten persisted through second grade. (Author/JMB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 19-23, 1976)