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ERIC Number: ED249505
Record Type: Non-Journal
Publication Date: 1984-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
Cognitive Development in Writing.
Santmire, Toni E.
To discover the relationship between cognitive development and writing, a means of assessing writing is needed that reflects accurately changes in the way children write as they grow older. This may be accomplished by using Piaget's characteristics of concrete and formal operations. His framework permits general descriptions of thinking, organized into four major categories or levels: (1) unconsolidated concrete operational thinking, (2) concrete operational thinking, (3) unconsolidated formal operational thinking, and (4) consolidated formal operational thinking. In the first category children think in images and limit their writing to brief descriptions of physical characteristics, events, or objects, focusing on only one part as if it were all of the image. Students in the second category have increased their knowledge of how the descriptive concepts of the language interrelate with each other. Writing is organized with all of the parts interrelated. The transition to the third category is marked by the beginning of the ability to see that there are alternative ways of describing images. The descriptive material is broken up into groups centering on some theme or issue or more abstract point, but these groups are not related to each other. Thought in the last category is reflected in well organized, coherent work that includes a statement of the problem, a rationale, supporting data, and a conclusion. In fact, the use of this scale on the writing of 100 junior high school students supports the hypothesis that writing characteristics described in this scale are related to level of cognitive development. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A