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Second Cross-Sectional Study of Attainment of the Concepts 'Equilateral Triangle,''Cutting Tool,''Noun,' and 'Tree' by Children Age 6 to 16 of City A. Technical Report No. 367.

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Title: Second Cross-Sectional Study of Attainment of the Concepts 'Equilateral Triangle,''Cutting Tool,''Noun,' and 'Tree' by Children Age 6 to 16 of City A. Technical Report No. 367.
Authors: Klausmeier, Herbert J., Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Peer Reviewed: N
Page Count: 141
Publication Date: 1976
Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
Document Type: Reports - Research
Descriptors: Abstract Reasoning, Age Differences, Classification, Cognitive Development, Cognitive Measurement, Cognitive Processes, Concept Formation, Cross Sectional Studies, Discrimination Learning, Elementary Secondary Education, Fundamental Concepts, Generalization, Grade 1, Grade 10, Grade 4, Grade 7, Identification, Language Learning Levels, Longitudinal Studies, Problem Solving, Sex Differences, Test Construction
Abstract: For this study, the second in the cross sectional series, based on the Conceptual Learning and Development (CLD) model, assessment batteries were developed to determine each child's level of concept attainment and also the related use of the concepts "equilateral triangle,""cutting tool,""noun," and "tree." Batteries were designed as paper-and-pencil tasks and were administered to from 309 to 313 children, depending on assessment battery, enrolled in each of four grades: first, fourth, seventh, and tenth. Predictions based on the model about children's conceptual development were strongly supported across concepts: (1) The concepts were attained in an invariant sequence according to four successive levels: concrete, identity, classificatory, and formal. (2) As the concepts were attained at higher levels, they were used increasingly in cognizing supraordinate-subordinate relationships in a hierarchy where the attained concept was an element of the hierarchy, in understanding principles that stated a relationship between the attained concept and one or more other concepts, and in solving problems that required the use of the particular concept. (3) Having the labels of the concept and of its defining attributes facilitated attainment of the concept and mastery of the three uses of the concept. (Author/BW)
Entry Date: 1977
Accession Number: ED128395
Database: ERIC
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  Data: Second Cross-Sectional Study of Attainment of the Concepts 'Equilateral Triangle,''Cutting Tool,''Noun,' and 'Tree' by Children Age 6 to 16 of City A. Technical Report No. 367.
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  Data: <searchLink fieldCode="AR" term="%22Klausmeier%2C+Herbert+J%2E%22">Klausmeier, Herbert J.</searchLink><br /><searchLink fieldCode="AR" term="%22Wisconsin+Univ%2E%2C+Madison%2E+Research+and+Development+Center+for+Cognitive+Learning%2E%22">Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 141
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1976
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  Label: Sponsoring Agency
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  Data: National Inst. of Education (DHEW), Washington, DC.
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  Data: Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Measurement%22">Cognitive Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Sectional+Studies%22">Cross Sectional Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Discrimination+Learning%22">Discrimination Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Fundamental+Concepts%22">Fundamental Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Learning+Levels%22">Language Learning Levels</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: For this study, the second in the cross sectional series, based on the Conceptual Learning and Development (CLD) model, assessment batteries were developed to determine each child's level of concept attainment and also the related use of the concepts "equilateral triangle,""cutting tool,""noun," and "tree." Batteries were designed as paper-and-pencil tasks and were administered to from 309 to 313 children, depending on assessment battery, enrolled in each of four grades: first, fourth, seventh, and tenth. Predictions based on the model about children's conceptual development were strongly supported across concepts: (1) The concepts were attained in an invariant sequence according to four successive levels: concrete, identity, classificatory, and formal. (2) As the concepts were attained at higher levels, they were used increasingly in cognizing supraordinate-subordinate relationships in a hierarchy where the attained concept was an element of the hierarchy, in understanding principles that stated a relationship between the attained concept and one or more other concepts, and in solving problems that required the use of the particular concept. (3) Having the labels of the concept and of its defining attributes facilitated attainment of the concept and mastery of the three uses of the concept. (Author/BW)
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  Label: Entry Date
  Group: Date
  Data: 1977
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED128395
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RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 141
    Subjects:
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Classification
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Cognitive Measurement
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Cross Sectional Studies
        Type: general
      – SubjectFull: Discrimination Learning
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Fundamental Concepts
        Type: general
      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Identification
        Type: general
      – SubjectFull: Language Learning Levels
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Test Construction
        Type: general
    Titles:
      – TitleFull: Second Cross-Sectional Study of Attainment of the Concepts 'Equilateral Triangle,''Cutting Tool,''Noun,' and 'Tree' by Children Age 6 to 16 of City A. Technical Report No. 367.
        Type: main
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            NameFull: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
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            NameFull: Klausmeier, Herbert J.
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              M: 01
              Type: published
              Y: 1976
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