Elaboration of Cognitive Knowledge of Biology from Childhood to Adulthood

Fifty-seven stimulus words from general biology were presented to subjects ranging from fourth graders to college students. Their free-word-association responses were analyzed according to the relationships between stimulus and response words. Response patterns provided strong support for the Piaget...

Full description

Saved in:
Bibliographic Details
Published inThe Journal of general psychology Vol. 112; no. 4; pp. 389 - 397
Main Author Fisher, Kathleen M.
Format Journal Article
LanguageEnglish
Published Washington, DC Taylor & Francis Group 01.10.1985
Heldref
Journal Press, etc
Subjects
Biological and medical sciences
Cognition. Intelligence
Fundamental and applied biological sciences. Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Human
Concept
Intellectual development
Mental representation
Memory
Associative relation
Free association
Biology
Cognition
Language
Sciences
Semantics
Adolescent
Intellectual learning
Child
Age
Online AccessGet full text
ISSN0022-1309
1940-0888
DOI10.1080/00221309.1985.9711027

Cover

More Information
Summary:Fifty-seven stimulus words from general biology were presented to subjects ranging from fourth graders to college students. Their free-word-association responses were analyzed according to the relationships between stimulus and response words. Response patterns provided strong support for the Piagetian sensorimotor, concrete operational, and formal operational stages. They also revealed increasing hierarchical organization of knowledge with increased biology learning.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0022-1309
1940-0888
DOI:10.1080/00221309.1985.9711027