Literaturnachweis - Detailanzeige
Autor/in | Melnick, Gerald I. |
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Titel | A Mechanism for Transition of Concrete to Abstract Cognitive Processes |
Quelle | (1973)Infoseite zur Zeitschrift |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Age Differences; Cognitive Development; Conservation (Concept); Cues; Discrimination Learning; Elementary School Students; Inhibition; Logical Thinking; Mild Mental Retardation; Peabody Picture Vocabulary Test |
Abstract | An extension of discrimination-learning theory based on the inhibition of stimulus intensity was proposed and supported as a mechanism of cognitive development. Among 48 normal and 37 educable mentally retarded children the predominant category of transistional children conserved at a low level of stimulus intensity but failed to conserve at a higher level. (ST) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |