Cognitive Development of Children and Youth

PrefaceAcknowledgments1 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 Study2 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 Study3 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 Study4 Memory and Levels of Concept Attainment The Memory System Memory and Concept Attainment Levels Conditions of Learning and Memory Requirements For Further Study5 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 Study6 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 Study7 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 Study8 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 Study9 Instructional Design Conducting a Concept Analysis Carrying out a Behavioral Analysis Performing an Instructional Analysis Illustrative Lessons For Further Study10 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 Study11 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 ReferencesAuthor IndexSubject Index