Cognitive Development of Children and Youth

Cognitive Development of Children and Youth

A Longitudinal Study

1st Edition - January 28, 1978

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  • Authors: Herbert J. Klausmeier, Patricia S. Allen
  • eBook ISBN: 9781483260181

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Description

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


  • Preface

    Acknowledgments

    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

    Generalizing

    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

    Discussion

    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

    Discussion

    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

    Discussion

    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

    Appendix

    References

    Author Index

    Subject Index

Product details

  • No. of pages: 342
  • Language: English
  • Copyright: © Academic Press 1978
  • Published: January 28, 1978
  • Imprint: Academic Press
  • eBook ISBN: 9781483260181

About the Authors

Herbert J. Klausmeier

Patricia S. Allen

About the Editor

Allen J. Edwards

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