Note
Thesis (Educat.D.)--Florida Atlantic University, 1972.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
1972
Description
The purpose of this study was to examine the possibility of
diagnosing community college students' cognitive functioning abilities,
in social science content areas, by means of a Piagetian type clinical
diagnosis. In addition, analyses were made to determine the relationships
between isolated constructs of cognitive functioning and certain
demographic variables. The initial expectation was that factor analysis
would yield constructs aligned with constructs of cognitive functioning
delineated by Piaget. It was also expected that the diagnosis would
significantly distinguish between the three strata of subjects as the
strata were formed on the basis of the subjects' past levels of academic
performance. On the other hand, it was not expected that the diagnosis
would be discriminatory in reference to other demographic variables
studied. Observation of the results of the factor analysis confirmed
the expectations regarding the Piagetian aligned factor structure of the
diagnosis and offered a construct validity and reliability estimate of
approximately .86. Observation of the results of the relational studies
served to support the stated expectations except that measures related
to three of the constructs were discriminatory along the dimension of
sex.
Twelve factors or constructs aligned with Piaget's theory were
isolated. The constructs represented both a concrete operational and
an abstract operational level of cognitive functioning for most of the
cognitive tasks diagnosed. Seven of the factors discriminated significantly
(p<.001) between the strata and, in all cases, discriminated in
favor of stratum three, the stratum with highest past level of academic
performance. The subjects in the stratum with the lowest level of
academic performance, stratum one, and frequently stratum two subjects
were functioning at a concrete operational level during the diagnosis.
The important findings of this research necessitate
immediate and continuous research of Piagetian remediation approaches
based on the diagnosis and remediation of the learner's cognitive functioning
abilities.
diagnosing community college students' cognitive functioning abilities,
in social science content areas, by means of a Piagetian type clinical
diagnosis. In addition, analyses were made to determine the relationships
between isolated constructs of cognitive functioning and certain
demographic variables. The initial expectation was that factor analysis
would yield constructs aligned with constructs of cognitive functioning
delineated by Piaget. It was also expected that the diagnosis would
significantly distinguish between the three strata of subjects as the
strata were formed on the basis of the subjects' past levels of academic
performance. On the other hand, it was not expected that the diagnosis
would be discriminatory in reference to other demographic variables
studied. Observation of the results of the factor analysis confirmed
the expectations regarding the Piagetian aligned factor structure of the
diagnosis and offered a construct validity and reliability estimate of
approximately .86. Observation of the results of the relational studies
served to support the stated expectations except that measures related
to three of the constructs were discriminatory along the dimension of
sex.
Twelve factors or constructs aligned with Piaget's theory were
isolated. The constructs represented both a concrete operational and
an abstract operational level of cognitive functioning for most of the
cognitive tasks diagnosed. Seven of the factors discriminated significantly
(p<.001) between the strata and, in all cases, discriminated in
favor of stratum three, the stratum with highest past level of academic
performance. The subjects in the stratum with the lowest level of
academic performance, stratum one, and frequently stratum two subjects
were functioning at a concrete operational level during the diagnosis.
The important findings of this research necessitate
immediate and continuous research of Piagetian remediation approaches
based on the diagnosis and remediation of the learner's cognitive functioning
abilities.
Language
Type
Form
Extent
156 p.
Subject (Topical)
Identifier
11624
Additional Information
Thesis (Educat.D.)--Florida Atlantic University, 1972.
College of Education
Date Backup
1972
Date Text
1972
Date Issued (EDTF)
1972
Extension
FAU
FAU
admin_unit="FAU01", ingest_id="ing1508", creator="staff:fcllz", creation_date="2007-07-18 17:28:48", modified_by="staff:fcllz", modification_date="2011-01-06 13:08:45"
IID
FADT11624
Issuance
monographic
Organizations
Attributed name: Florida Atlantic University
Person Preferred Name
ALLMAN, PAULA DARYL.
Graduate College
Physical Description
156 p.
application/pdf
Title Plain
A VALIDATION STUDY OF A PIAGETIAN TYPE DIAGNOSIS OF COMMUNITY COLLEGE STUDENTS' COGNITIVE FUNCTIONING ABILITIES
Use and Reproduction
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Origin Information
1972
monographic
Boca Raton, Fla.
Florida Atlantic University
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
A VALIDATION STUDY OF A PIAGETIAN TYPE DIAGNOSIS OF COMMUNITY COLLEGE STUDENTS' COGNITIVE FUNCTIONING ABILITIES
Other Title Info
A VALIDATION STUDY OF A PIAGETIAN TYPE DIAGNOSIS OF COMMUNITY COLLEGE STUDENTS' COGNITIVE FUNCTIONING ABILITIES