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| Autor/in | Steele, Joe M. |
|---|---|
| Titel | A Longitudinal and Comparative Look at Cognitive Development in EMH Children. |
| Quelle | (1975), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Child Development; Cognitive Development; Cognitive Processes; Exceptional Child Research; Longitudinal Studies; Maturation; Mental Retardation; Mild Mental Retardation; Problem Solving; Secondary Education; Student Evaluation |
| Abstract | Examined longitudinally were the rate and proportion by grade level of the cognitive development of 202 13- to 16-year-old educable mentally handicapped students. A 20-item written test composed of eight problem solving and 12 cognitive development items representing the concrete I, concrete II, and formal I operations levels of Piagetian theory, was used. Results over a 12 month period indicated that 68 percent of the Ss showed no change in developmental level, 92 percent of those making a gain increased by one level, and 6 percent demonstrated losses. Data suggested that curriculum materials should be appropriate to the student's level of cognitive development, and that measures of developmental level provide more educationally relevant information than IQ scores. (CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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