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Locus of Control as Mediator of Cognitive Development.

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Bibliographic Details
Title: Locus of Control as Mediator of Cognitive Development.
Authors: Stephens, Mark W.
Peer Reviewed: N
Page Count: 15
Publication Date: 1972
Sponsoring Agency: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Purdue Research Foundation, Lafayette, IN.
National Inst. of Mental Health (DHEW), Bethesda, MD.
Descriptors: Academic Achievement, Cognitive Development, Correlation, Intellectual Development, Intelligence Differences, Locus of Control, Parent Child Relationship, Positive Reinforcement, Preschool Learning, Psychological Studies, Research Needs, Research Reports, Speeches
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test, Preschool Inventory, Raven Progressive Matrices, Childrens Embedded Figures Test, Wechsler Preschool and Primary Scale of Intelligence
Abstract: Current research indicates the possible influence of IE development on cognitive development. Efforts are being made to identify behaviors by which parents or teachers can increase development of internal control expectancies in preschool children. Studies correlating children's IE scores with various mother behaviors or mother-child interaction patterns are being conducted. The theoretical rationale is that if development of internal control expectancies increases information seeking, information processing, and information using in early childhood, it should then contribute to intellectual development. Correlations of IE to cognitive development in early childhood that have been found include: (1) clear developmental trends in internal control scores; (2) clear socioeconomic differences; (3) expected cultural differences; and (4) mixed evidence about relation to intelligence and achievement test scores. Research this year has been focused on relating IE to several specific cognitive development variables under laboratory conditions. Findings showed: (1) fairly good evidence of relation to ability-type laboratory tasks (discrimination and mirror tracing learning tasks) and cognitive style and strategy variables; (2) the intelligence-type tests used seem not valid enough to test any relation of IE to intelligence; and (3) persistence and alertness--attentiveness seem not generalized enough dispositions to relate to any variable, IE or other. Incidental findings concerning performances and intercorrelations may be significant for future research. (KM)
Entry Date: 1973
Accession Number: ED072846
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED072846
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    Text: Full Text from ERIC
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PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Locus of Control as Mediator of Cognitive Development.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Stephens%2C+Mark+W%2E%22">Stephens, Mark W.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1972
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Center for Educational Research and Development (DHEW/OE), Washington, DC.<br />Purdue Research Foundation, Lafayette, IN.<br />National Inst. of Mental Health (DHEW), Bethesda, MD.
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Development%22">Intellectual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Differences%22">Intelligence Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Locus+of+Control%22">Locus of Control</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Learning%22">Preschool Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Studies%22">Psychological Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Speeches%22">Speeches</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Preschool+Inventory%22">Preschool Inventory</searchLink><br /><searchLink fieldCode="SU" term="%22Raven+Progressive+Matrices%22">Raven Progressive Matrices</searchLink><br /><searchLink fieldCode="SU" term="%22Childrens+Embedded+Figures+Test%22">Childrens Embedded Figures Test</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Preschool+and+Primary+Scale+of+Intelligence%22">Wechsler Preschool and Primary Scale of Intelligence</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Current research indicates the possible influence of IE development on cognitive development. Efforts are being made to identify behaviors by which parents or teachers can increase development of internal control expectancies in preschool children. Studies correlating children's IE scores with various mother behaviors or mother-child interaction patterns are being conducted. The theoretical rationale is that if development of internal control expectancies increases information seeking, information processing, and information using in early childhood, it should then contribute to intellectual development. Correlations of IE to cognitive development in early childhood that have been found include: (1) clear developmental trends in internal control scores; (2) clear socioeconomic differences; (3) expected cultural differences; and (4) mixed evidence about relation to intelligence and achievement test scores. Research this year has been focused on relating IE to several specific cognitive development variables under laboratory conditions. Findings showed: (1) fairly good evidence of relation to ability-type laboratory tasks (discrimination and mirror tracing learning tasks) and cognitive style and strategy variables; (2) the intelligence-type tests used seem not valid enough to test any relation of IE to intelligence; and (3) persistence and alertness--attentiveness seem not generalized enough dispositions to relate to any variable, IE or other. Incidental findings concerning performances and intercorrelations may be significant for future research. (KM)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1973
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED072846
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED072846
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Intellectual Development
        Type: general
      – SubjectFull: Intelligence Differences
        Type: general
      – SubjectFull: Locus of Control
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Positive Reinforcement
        Type: general
      – SubjectFull: Preschool Learning
        Type: general
      – SubjectFull: Psychological Studies
        Type: general
      – SubjectFull: Research Needs
        Type: general
      – SubjectFull: Research Reports
        Type: general
      – SubjectFull: Speeches
        Type: general
      – SubjectFull: Peabody Picture Vocabulary Test
        Type: general
      – SubjectFull: Preschool Inventory
        Type: general
      – SubjectFull: Raven Progressive Matrices
        Type: general
      – SubjectFull: Childrens Embedded Figures Test
        Type: general
      – SubjectFull: Wechsler Preschool and Primary Scale of Intelligence
        Type: general
    Titles:
      – TitleFull: Locus of Control as Mediator of Cognitive Development.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stephens, Mark W.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 06
              M: 09
              Type: published
              Y: 1972
ResultId 1