Student Responses to a Language Arts Test of Cognitive Functioning

Bibliographic Data

ID11670830
AuthorsEdward N Brazee (University of Northern Colorado, corresponding author)
Year1981
Volume1
Issue4
Pages373-384
Publication date1981-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/027243168100100406
OpenAlexW2147677230
LanguageEN
Citations received1
References cited3

A Language Arts Test of Cognitive Functioning was administered to seventh grade students to estimate levels of cognitive functioning in language arts tasks. The six tasks developed are based on Shayer's curriculum taxonomy: (1) interest and investigation style, (2) reasons for events, (3) relationships, (4) use of a model as a theory, (5) type of categorization, and (6) depth of interpretation. Student responses were analyzed and students were classified as concrete, transitional, or formal thinkers. When compared with results from Bumey's Logical Reasoning Test, students were generally rated lower in cognitive functioning on the LATCF. Of greater importance was the predictability of the LATCF for language arts thinking. Student answers in response to the six tasks elicited specific characteristics of concrete, transitional, and formal thinkers

Categorization · Cognition · Cognitive psychology · Cognitive skill · Curriculum · Interpretation (philosophy · Language arts · Linguistics · Logical reasoning · Mathematics education · Pedagogy · Predictability · Test (biology · The arts · Visual arts · Computer Science · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Psychology · Artificial Intelligence