Cognitive Development of Children and Youth - 1st Edition - ISBN: 9780124113558, 9781483260181

Cognitive Development of Children and Youth

1st Edition

A Longitudinal Study

Authors: Herbert J. Klausmeier Patricia S. Allen
Editors: Allen J. Edwards
eBook ISBN: 9781483260181
Imprint: Academic Press
Published Date: 28th January 1978
Page Count: 342
Sales tax will be calculated at check-out Price includes VAT/GST
30% off
30% off
30% off
30% off
30% off
30% off
30% off
30% off
30% off
Price includes VAT/GST

Institutional Subscription

Secure Checkout

Personal information is secured with SSL technology.

Free Shipping

Free global shipping
No minimum order.


Cognitive Development of Children and Youth: A Longitudinal Study presents a theory of cognitive development, including descriptive information and conclusions based on a longitudinal study.

This book discusses the mental operations in concept learning, results pertaining to comparisons between control groups and longitudinal blocks, and operations involving meaningful reception learning at the formal level. The conditions of learning and memory requirements, linguistic-relativity hypothesis, invariant sequencing, and rate and form of cognitive development across the school years are also elaborated. This text likewise covers the conditions contributing to rapid and slow cognitive development, longitudinal intervention study, and differences among concepts in age of attainment.

This publication is intended for individuals who are interested in the cognitive development of children and youth, as well as upper-division and graduate students in psychology, educational psychology, and education.

Table of Contents



1 Introduction

Concepts and the Cognitive Structure

Mental Operations in Concept Learning

Concept Utilization

Words for Concepts and Their Defining Attributes

Plan of This Book

For Further Study

2 Methods of Studying Cognitive Development

Methods of Studying Cognitive Learning and Development

Objectives of the Present Study and Development of Concept Assessment Batteries

Design and Methods of the Present Combined

Longitudinal-Cross-Sectional Study

Results Pertaining to Comparisons Between Control Groups and Longitudinal Blocks

For Further Study

3 Mental Operations and Levels of Concept Attainment

Attending and Discriminating


Inductive Operations at the Formal Level

Operations Involving Meaningful Reception Learning at the Formal Level

For Further Study

4 Memory and Levels of Concept Attainment

The Memory System

Memory and Concept Attainment Levels

Conditions of Learning and Memory Requirements

For Further Study

5 Language and Concept Attainment

The Linguistic-Relativity Hypothesis

Culture, Concepts, and Language

Words, Word Meanings, and Concepts

Facilitative Effects of Language and Concept Attainment

Developmental Trends in Acquiring Concept Definitions and Names of Concepts and Defining Attributes

For Further Study

6 The Invariant Sequence in Attaining Four Successive Levels of Concepts: Longitudinal-Cross-sectional Results

Invariant Sequencing

Cross-Sectional Results

Longitudinal and Combined Longitudinal-Cross-sectional Results


For Further Study

7 Rate and Form of Cognitive Development across the School Years: Longitudinal-Cross-Sectional Results

Developmental Norms Related to Attaining the Levels of Each Concept

Developmental Norms Related to Understanding Principles, Understanding Taxonomic Relations, and Problem Solving

Development Related to Attaining the Classificatory and Formal Levels Combined and the Three Uses of the Concepts Combined

Difference Among Concepts in Terms of the Age at Which Students Attain the Classificatory Level and the Formal Level

Relationship Between Mastery of Each Concept Level and Mastery of the Related Principles, Taxonomic Relations, and Problem Solving


For Further Study

8 Interindividual and Intraindividual Differences in Cognitive Development: Longitudinal-Cross-Sectional Results

Interindividual Differences in Full Attainment of the Concept Levels and in Mastery of the Uses within and across Grades

Intraindividual Differences in Patterns of Attaining the Concept Levels and Uses

Differences in Individuals' Rates of Cognitive Development

Conditions Contributing to Rapid and Slow Cognitive Development


For Further Study

9 Instructional Design

Conducting a Concept Analysis

Carrying out a Behavioral Analysis

Performing an Instructional Analysis

Illustrative Lessons

For Further Study

10 Nurturing Cognitive Development through Instructional Programming for the Individual Student

Changing the School to Nurture Individual Student Development

Adapting Instruction to Nurture Individual Student Development

Mastery Learning and Individual Student Development

Teaching Process Concepts of Science: A Longitudinal Intervention Study

For Further Study

11 Conclusion

Invariant Sequence

Normative Development of Levels

Normative Development Related to Understanding Principles, Understanding Taxonomic Relations, and Problem Solving

Differences among Concepts in Age of Attainment

Mastery of Concept Levels and Mastery of Uses

Interindividual and Intraindividual Differences

Rapid and Slow Cognitive Development

Nurturing Cognitive Development through Formal Education

Cognitive Operations, Memory, and Language



Author Index

Subject Index


No. of pages:
© Academic Press 1978
Academic Press
eBook ISBN:

About the Author

Herbert J. Klausmeier

Patricia S. Allen

About the Editor

Allen J. Edwards

Ratings and Reviews