http://worldcat.org/entity/work/id/1643119

Thinking in elementary school children. [By] H. Taba, Samuel Levine, Freeman F. Elzey

The development of thought processes under optimum training conditions was studied. Optimum was defined to include (1) a curriculum for the development of thought, (2) teaching strategies focused directly on mastery of necessary cognitive skills, and (3) a sufficient time span to permit a developmental training sequence. Children from 20 elementary school classes (grades 2 through 6) participated. Participating teachers received special training to facilitate learning of cognitive skills (categorization, interpretation, and application of principles). Methodological tools and instruments were developed and administered with the social studies inference test. Correlations between criterion test scores, intelligence, chronological age, mental age, and reading achievement were reported. Quality of the teaching strategy was the most significant single factor influencing cognitive performance. (Wn).

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