Student Responses to a Language Arts Test of Cognitive Functioning

Datos Bibliográficos

ID11670830
AutoresEdward N Brazee (University of Northern Colorado, autor de correspondencia)
Año1981
Volumen1
Número4
Páginas373-384
Fecha de publicación1981-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Journal of Early Adolescence (JOURNAL)
Identificadores de la revistaISSN: 0272-4316 • E-ISSN: 1552-5449
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/027243168100100406
OpenAlexW2147677230
IdiomaEN
Citas recibidas1
Referencias citadas3

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