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Longitudinal Study of the Development and Consequences of Formal Operations and Intellectual Flexibility.

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Title: Longitudinal Study of the Development and Consequences of Formal Operations and Intellectual Flexibility.
Language: English
Authors: Anderson, David E.
Peer Reviewed: N
Page Count: 25
Publication Date: 2003
Document Type: Reports - Research
Descriptors: Age Differences, Cognitive Ability, College Students, Formal Operations, Higher Education, Intellectual Development, Longitudinal Studies, Selective Admission, Selective Colleges, Thinking Skills, Young Adults
Geographic Terms: U.S.; Pennsylvania
Abstract: The undergraduate liberal arts program is assumed to promote sophistication in thinking. At the same time, certain levels of cognitive ability are assumed to be present in students accepted into selective undergraduate colleges. Beginning in the fall of 1991, a long-term research study was undertaken at a small residential liberal arts college that was designed to test both of these assumptions. Some data were collected from each of the 1,7777 students who matriculated in fall 1991, 1992, and 1993. Students were assessed for formal operational ability and intellectual flexibility at the beginning of their freshman year, as sophomore, and finally as seniors. Although it is not possible to differentiate them from changes that might have occurred just because of the passage of time, the findings do suggest that the young adults in this sample did become less concrete and more formal thinkers over their college careers (percent concrete thinkers decreased from 21.8% to 7%). Participants also became less absolute and more evaluative in their approach to problems. (Contains 28 tables and 7 references.) (Author/SLD)
Journal Code: RIEJUN2004
Entry Date: 2004
Accession Number: ED481115
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED481115
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PubType: Report
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IllustrationInfo
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  Data: Longitudinal Study of the Development and Consequences of Formal Operations and Intellectual Flexibility.
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  Data: <searchLink fieldCode="AR" term="%22Anderson%2C+David+E%2E%22">Anderson, David E.</searchLink>
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  Data: 25
– Name: DatePubCY
  Label: Publication Date
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  Data: 2003
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  Data: Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Formal+Operations%22">Formal Operations</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Development%22">Intellectual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Admission%22">Selective Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Colleges%22">Selective Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Pennsylvania%22">U.S.; Pennsylvania</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The undergraduate liberal arts program is assumed to promote sophistication in thinking. At the same time, certain levels of cognitive ability are assumed to be present in students accepted into selective undergraduate colleges. Beginning in the fall of 1991, a long-term research study was undertaken at a small residential liberal arts college that was designed to test both of these assumptions. Some data were collected from each of the 1,7777 students who matriculated in fall 1991, 1992, and 1993. Students were assessed for formal operational ability and intellectual flexibility at the beginning of their freshman year, as sophomore, and finally as seniors. Although it is not possible to differentiate them from changes that might have occurred just because of the passage of time, the findings do suggest that the young adults in this sample did become less concrete and more formal thinkers over their college careers (percent concrete thinkers decreased from 21.8% to 7%). Participants also became less absolute and more evaluative in their approach to problems. (Contains 28 tables and 7 references.) (Author/SLD)
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  Data: 2004
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  Data: ED481115
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Formal Operations
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Intellectual Development
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Selective Admission
        Type: general
      – SubjectFull: Selective Colleges
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: U.S.; Pennsylvania
        Type: general
    Titles:
      – TitleFull: Longitudinal Study of the Development and Consequences of Formal Operations and Intellectual Flexibility.
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          Name:
            NameFull: Anderson, David E.
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              M: 08
              Type: published
              Y: 2003
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