A Five-Years Follow-up Study on Cognitive Development in Grade-School Children.

Autor/in	Rauh, Hellgard
Titel	A Five-Years Follow-up Study on Cognitive Development in Grade-School Children.
Quelle	(1973), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Cognitive Development; Conservation (Concept); Cross Sectional Studies; Developmental Tasks; Elementary School Students; Foreign Countries; Graphs; Individual Development; Individual Differences; Longitudinal Studies; Prediction; Research Methodology; Tables (Data); Germany + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kognitive Entwicklung; Konservierung; Entwicklungsaufgabe; Ausland; Grafische Darstellung; Individuelle Entwicklung; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Research method; Forschungsmethode; Tabelle; Deutschland
Abstract	In this study an attempt was made to obtain a developmental dimension for estimating longitudinal development on the basis of cross-sectional data. To check the validity of this approach, the cross-sectional data were compared with true longitudinal data. Forty-three public school children were given a series of conservation tasks in four assessment periods, each 15 months apart, during their first four years of school. Results indicated that: (1) cross-sectional data on cognitive development, when scalogram analyzed, can predict longitudinal direction of development; (2) such developmental scales may better characterize a child's present level of development than deviance scores on IQ-tests; (3) such scales are useful for studying the development of individuals as opposed to groups; and (4) these scales may be helpful in comparing individual rates of development. (ED)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC