User Name:

Password:
Welcome Guest
Journals Home > Journal Of Advanced Academics > Volume 19 |  Issue 2 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • Campbell, J. W., McCutcheon, L., Perry, P., & Pasnak, R. (1988). A preliminary test of Piacceleration instruction on the cognitive development of mildly retarded children. Journal of Social Behavior & Personality, 3, 225–230.
  • Chalmers, K. A., & Halford, G. S. (2003). Young children’s understanding of oddity: Reducing complexity by simple oddity and “most different” strategies. Cognitive Development, 18, 1–23.
  • Ciancio, D. S., Rojas, A. C., McMahon, K., & Pasnak, R. (2001). Teaching oddity and insertion to Head Start children: An economical cognitive intervention. Journal of Applied Developmental Psychology, 22, 603–621.
  • Ciancio, D., Sadovsky, A., Malabonga, V., Trueblood, L., & Pasnak, R. (1999). Teaching classification and seriation to preschoolers. Child Study Journal, 29, 193–205.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.
  • Dudek, S. Z., Strobel, M., & Thomas, A. D. (1987). Chronic learning problems and maturation. Perceptual and Motor Skills, 24, 407–429.
  • Friedman, J., & Pasnak, R. (1973). Accelerated acquisition of classification skills by blind children. Developmental Psychology, 9, 333–337.
  • Gelman, R. (1969). Conservation acquisition: A problem of learning to attend to relevant attributes. Journal of Experimental Child Psychology, 7, 167–187.
  • Gelman, S. A., & Wellman, H. M. (1991). Insides and essences: Early understandings of the non-obvious. Cognition, 38, 213–244.
  • Halford, G. S. (1993). Children’s understanding: The development of mental modes. Hillsdale, NJ: Lawrence Erlbaum.
  • Harlow, H. (1949). The formation of learning sets. Psychological Review, 56, 51–65.
  • Harlow, H. (1959). Learning set and error factor theory. In S. Koch (Ed.), Psychology: A study of a science: Vol. 2. (pp. 492–538). New York: McGraw-Hill.
  • Inhelder, B., & Piaget, J. (1964). The early growth of logic in the child: Classification and seriation. (E. A. Lunzer & D. Papert, Trans.). London: Routledge and Kegan Paul. (Original work published 1959).
  • Kingsley, R. C., & Hall, V. (1967). Training conservation through the use of learning sets. Child Development, 38, 111–126.
  • Lebron-Rodriguez, D. E., & Pasnak, R. (1977). Induction of intellectual gains in blind children. Journal of Experimental Child Psychology, 24, 505–515.
  • Leiser, D., & Gillieron, C. (1990). Cognitive science and genetic epistemology: A case study of understanding. New York: Plenum Press.
  • Lopata, D., & Pasnak, R. (1976). Accelerated conservation acquisition and IQ gains by blind children. Genetic Psychology Monographs, 93, 3–25.
  • Malabonga, V., Pasnak, R., & Hendricks, C. (1994). Generalization effects from instruction of kindergartners on classification and seriation. Perceptual and Motor Skills, 79, 545–546.
  • Malabonga, V., Pasnak, R., Hendricks, C., Southard, M., & Lacey, S. (1995). Cognitive gains for kindergartners instructed in seriation and classification. Child Study Journal, 25, 79–96.
  • Mervis, C. B., Johnson, K. E., & Mervis, C. A. (1994). Acquisition of subordinate categories by 3-year-olds: The role of attribute salience, linguistic input, and child characteristics. Cognitive Development, 9, 211–234.
  • Neuman, S. B. (2003). From rhetoric to reality: The case for high-quality compensatory prekindergarten programs. Phi Delta Kappa, 85, 286–291.
  • No Child Left Behind Act of 2001 (NCLB), Pub. L. No. 107-110, § 115 Stat. 1425.
  • Pasnak, R. (1987). Accelerated cognitive development of kindergartners. Psychology in the Schools, 28, 358–363.
  • Pasnak, R., Brown, K., Kurkjian, M., Mattran, K., Triana, E., & Yamamoto, N. (1986). Cognitive gains through training on classification, seriation, and conservation. Genetic, Social, and General Psychology Monographs, 113, 295–321.
  • Pasnak, R., Campbell, J., Perry, P., & McCormick, P. (1989). Piacceleration instruction for children who are mentally retarded. Education and Training in Mental Retardation, 24, 352–362.
  • Pasnak, R., Greene, M. S., Ferguson, E. O., & Levit, K. (2006). Applying principles of development to help at-risk preschoolers develop numeracy. Journal of Psychology, 140, 155–173.
  • Pasnak, R., Hansbarger, A., Dodson, S., Hart, J. B., & Blaha, J. (1996). Differential results of instruction at the preoperational-concrete operational transition. Psychology in the Schools, 33, 70–83.
  • Pasnak, R., & Howe, M. L. (1993). New approaches to cognitive development. In R. Pasnak & M. L. Howe (Eds.), Emerging themes in cognitive development, Vol. II: Competencies (pp. 219–240). New York: Springer-Verlag.
  • Pasnak, R., Kidd, J. K., Gadzichowski, K., Ferral-Like, M., Gallington, D., & Saracina, R. (2007). Nurturing developmental processes in early abstraction. Journal of Developmental Processes, 2, 90–115.
  • Pasnak, R., Maccubbin, E., & Ferral-Like, M. (2007). Using developmental principles to assist at-risk preschoolers in developing numeracy and phonemic awareness. Perceptual and Motor Skills, 105, 163–176.
  • Pasnak, R., Madden, S., Malabonga, V., Martin, J., & Holt, R. (1996). Persistence of gains from instruction in classification, seriation, and conservation. Journal of Educational Research, 90, 87–92.
  • Pasnak, R., McCutcheon, L., Campbell, J. W., & Holt, R. (1991). Cognitive and achievement gains for kindergartners instructed on Piagetian operations. Journal of Educational Research, 85, 5–13.
  • Pasnak, R., Whitten, J. C., Perry, P., Waiss, S., Madden, S. E., & Watson-White, S. A. (1995). Achievement gains after instruction on classification and seriation. Education and Training in Mental Retardation and Developmental Disabilities, 30, 109–117.
  • Perry, P., Pasnak, R., & Holt, R. (1992). Instruction on concrete operations for children who are mildly mentally retarded. Education and Training in Mental Retardation, 27, 273–281.
  • Piaget, J. (1952). The child’s conception of number (Anonymous, Trans.). London: Routledge and Kegan Paul. (Original work published 1941).
  • Scheffé, H. (1959). The analysis of variance. New York: Wiley.
  • Schweinhart, L. J., Weikart, D. P., & Larner, M. B. (1986). Consequences of three preschool curriculum models through age 15. Early Childhood Research Quarterly, 1, 15–45.
  • Siegler, R. S. (1996). Emerging minds: The process of change in children’s thinking. Oxford: Oxford University Press.
  • Silliphant, V. (1983). Kindergarten reasoning and achievement in grades K–3. Psychology in the Schools, 20, 289–294.
  • Smedslund, J. (1961). The acquisition of conservation of substance and weight in children: I. Introduction. In I. E. Siegel & F. H. Hooper (Eds.), Logical thinking in children (pp. 11–20). New York: Holt, Rinehart, & Winston.
  • Southard, M., & Pasnak, R. (1997). Effects of maturation on preoperational seriation. Child Study Journal, 27, 255–268.
  • Virginia Board of Education. (1995). Mathematics standards of learning for Virginia public schools. Retrieved February 6, 2008, from http://www.doe.virginia.gov/go/Sols/math.html#Kindergarten.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Waiss, S., & Pasnak, R. (1993). Instruction of young children on number conservation and unidimensional classification. Bulletin of the Psychonomic Society, 31, 205–208.
  • Waxman, S. (1994). The development of an appreciation of specific linkages between linguistic and conceptual organization. Lingua, 92, 229–257.
  • Winer, B. J. (1962). Statistical principles in experimental design. New York: McGraw-Hill.
  • Young, R. M. (1976). Seriation by children: An artificial intelligence analysis of a Piagetian task. Basel, Switzerland: Birkhauser Verlag.
  • Zelazo, P. D., & Frye, D. (1998). Cognitive complexity and control: II. The development of executive function. Current Directions in Psychological Science, 7, 121–126.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 19
  •  Issue 2
  • Publication Date: Winter 2008



Enhancing Early Numeracy by Promoting the Abstract Thought Involved in the Oddity Principle, Seriation, and Conservation

Julie K. Kidd, Robert Pasnak, Marinka Gadzichowski, Melissa Ferral-Like, and Debbie Gallington

Although many students who enter kindergarten are cognitively ready to meet the demands of the kindergarten mathematics curriculum, some students arrive without the early abstract reasoning abilities necessary to benefit from the instruction provided. Those who do not possess key cognitive abilities, including understandings of conservation, insertions into series, and the oddity principle, are at a disadvantage when attempting to master mathematical concepts and skills that require early abstract thought. Recognizing the need to address this gap, this study examined the effects of an intervention designed to teach children conservation, insertions into series, and the oddity principle. The study included 78 kindergartners enrolled in a culturally, linguistically, and socioeconomically diverse metropolitan school district. Students were randomly divided among one of three groups: cognitive intervention, numeracy instruction, and art instruction. Instruction for each group was matched in number, timing, and extent of sessions. The study found that kindergartners who received the cognitive intervention scored significantly higher on measures of cognitive ability than those in the comparison group who participated in the art instruction or those who received numeracy instruction. On the Woodcock-Johnson III Applied Problems scale, those in the cognitive intervention scored significantly higher than those who received art instruction. Those in the cognitive intervention and those in the numeracy intervention performed similarly. These results suggest that it is possible to provide instruction that enhances the cognitive abilities of kindergartners who do not possess key reasoning abilities. In addition, there is evidence that promoting early abstract thought can enhance kindergartners’ mathematical abilities.


ShoppingCart Summary

Shopping
Your cart is empty.