Developmental Patterns of Conceptual Styles

Datos Bibliográficos

ID13675644
AutoresWalter E Penk (0000-0002-4175-5624, United States Department of Veterans Affairs, autor de correspondencia)
Año1971
Volumen29
Número2
Páginas635-649
Fecha de publicación1971-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPsychological Reports (JOURNAL)
Identificadores de la revistaISSN: 0033-2941 • E-ISSN: 1558-691X
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1971.29.2.635
OpenAlexW2094628893
IdiomaEN
Referencias citadas13

Two differing interpretations of maturation in children's conceptual behavior—continuity and discontinuity—were compared for their relative efficiency in predicting, among the same children, developmental changes in two sets of cognitive measures expected to demonstrate either continuity- or discontinuity-like growth patterns. Five groups of Ss ( N = 100), 7- to 11-yr.-old, were selected from an age range during which major cognitive shifts were hypothesized by theorists of the discontinuity persuasion. Growth patterns of 48 conceptual style measures were analyzed by trend analyses. Neither the discontinuity nor the continuity mode of interpretation alone accounted for the many types of growth patterns empirically established. A rationally derived system for classifying types of developmental trends was proposed and devised, based on multicriterial analyses of three basic components determining curve forms (i.e., predominance, directionality, and rate of change)

Cognition · Cognitive psychology · Developmental psychology · Discontinuity (linguistics · Geography · Interpretation (philosophy · Persuasion · Style (visual arts · Child and Animal Learning Development · Cognitive Abilities and Testing · Computer Science · Innovative Teaching and Learning Methods · Mathematics · Psychology · Social Psychology