Abstract
Using Perry's scheme of intellectual development, beginning and intermediate design students were assessed using the Measure of Intellectual Development (MID) and the Measure of Designing (MOD). Findings empirically support Perry positions and relate thought development to class standing and studio performance. Dualistic thinkers employed fewer criteria and displayed a limited understanding of criteria compared to multiplistic thinkers. Dualistic thinkers viewed criteria as either foreclosing the design process or prescribing a linear approach whereas multiplistic thinkers employed criteria integratively. Overall, advanced thinking skills appear necessary to recognize multifaceted criteria in the design process.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
