The functional and developmental organization of cognitive developmental sequences
Bibliographic Data
| ID | 5263770 |
|---|---|
| Authors | Andreas Demetriou, Ανδρέας Δημητρίου (0000-0002-3773-4601, University of Cyprus, corresponding author), Leonidas Kyriakides (0000-0002-7859-5126, University of Cyprus) |
| Year | 2006 |
| Volume | 76 |
| Issue | 2 |
| Pages | 209-242 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709905x43256 |
| PMID | 16719961 |
| OpenAlex | W2049393801 |
| Language | EN |
| Citations received | 6 |
| References cited | 29 |
This study examines the organization and development of 5 domains of reasoning (categorical, quantitative, spatial, causal, and propositional) and the construct validity of a test designed to measure development from early adolescence to early adulthood. The theory underlying the test is first summarized and the conceptual design of the test is then illustrated. Each domain was addressed by tasks tapping abilities known to be acquired in this age period. The test was administered to 629 adolescents ranging in age from 12 to 18 years. Confirmatory factor analysis validated the 5 domains of reasoning and revealed a common factor underlying all domains. The Rasch model was used to scale the items and specify the reliability of the test across the whole sample and within different groups of participants (female, male, students of gymnasium, and students of lyceum). This model showed that the test is highly reliable and invariant across groups. Cluster analysis and the saltus model were applied to uncover successive developmental stage-like levels of difficulty and showed the presence of five such levels. The procedural and representational characteristics of these levels were also specified and their implications for developmental and cognitive theory were discussed
Cognition · Cognitive psychology · Developmental psychology · Developmental Science · Developmental stage theories · Functional organization · Ego Development and Educational Practices · Identity, Memory, and Therapy · Neuroscience · Psychology
The Rasch Rating Model and the Disordered Threshold Controversy
Formulating the Rasch Differential Item Functioning Model Under the Marginal Maximum Likelihood Estimation Context and Its Comparison With Mantel–Haenszel Procedure in Short Test and Small Sample Conditions
On the Relationship Between Differential Item Functioning and Item Difficulty
Exploring age and gender differences of computational thinkers in primary school
The impact on student achievement of an assessment for learning teacher professional development program
Intelligence for education
The growth of logical thinking
Applying the Rasch Model
Item Response Theory
Rasch Models for Measurement
Human Cognitive Abilities
A theory of cognitive development
Item response theory.
Scaling Performance Assessments
Applying the Rasch Model
Basics of Structural Equation Modeling
Modeling the Developing Mind
Hierarchical Complexity of Tasks Shows the Existence of Developmental Stages
The missing link in the relations between intelligence and personality
Confirmatory factor analysis and item response theory
Beyond group-mean differences
Saltus
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2008 - 2022 (15) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |