Theory Of Intellectual Development Research Articles

Effect of physical-kinesthetic intelligence exercises on developing motor abilities and basic skills of basketball in female students

The learning process needs an appropriate method and technique to be implemented among the players. The basketball game contains a set of skills that need a close relationship between actions, neurological, mental and muscular abilities and the control of bodily movement. One of the important factors in learning, improving and developing motor abilities and learning the skill as well as the planning performance is through learners’ ability to analyze, plan and solve problems in learning processes. The physical intelligence created by the theory of intellectual development is one of the types of intelligence that must be taught to the learners to develop basic basketball skills, that need to be controlled, compatible and balanced during the performance of the skills, including shooting skills in basketball ring. The primary aim of the present study was to identify the levels of physical intelligence and to find out the significant difference between the pre and post-tests in the physical intelligence, motor abilities and basic skills between the experimental and control group. The present study had an experimental study design. The research “community” was determined from the students of the fourth school stage (grade 9) of Al-Amal High School for Girls in Baghdad for the academic year 2019-2020. A total of 20 students were recruited as sample participants for the study, who represented 11.29% of the total population. The participants were allocated into two groups, i.e. experimental group and the control group. The participants of the experimental group received training with physical intelligence exercises, whereas control group participants received training with the traditional method. The learning process needs an appropriate method and technique to be implemented among the players. The basketball game contains a set of skills that need a close relationship between actions, neurological, mental and muscular abilities and the control of bodily movement. One of the important factors in learning, improving and developing motor abilities and learning the skill as well as the planning performance is through learners’ ability to analyze, plan and solve problems in learning processes. The physical intelligence created by the theory of intellectual development is one of the types of intelligence that must be taught to the learners to develop basic basketball skills, that need to be controlled, compatible and balanced during the performance of the skills, including shooting skills in basketball ring. The primary aim of the present study was to identify the levels of physical intelligence and to find out the significant difference between the pre and post-tests in the physical intelligence, motor abilities and basic skills between the experimental and control group. The present study had an experimental study design. The research “community” was determined from the students of the fourth school stage (grade 9) of Al-Amal High School for Girls in Baghdad for the academic year 2019-2020. A total of 20 students were recruited as sample participants for the study, who represented 11.29% of the total population. The participants were allocated into two groups, i.e. experimental group and the control group. The participants of the experimental group received training with physical intelligence exercises, whereas control group participants received training with the traditional method.

How Wisdom Emerges from Intellectual Development: A Developmental/Historical Theory for Raising Mandelas.

This paper invokes cognitive developmental theory as a means for preparing citizens to deal with and resolve conflicts within or across nations. We take the centuries-old Greek–Turkish dispute as an example. We first outline a theory of intellectual development postulating that mental changes emerge in response to changing developmental priorities in successive life periods, namely, interaction control in infancy, attention control and representational awareness in preschool, inferential control and cognitive management in primary school, and advanced forms of reasoning and self-evaluation in adolescence. Based on this model, we outline a control theory of wisdom postulating that different aspects of wisdom emerge during development as different levels of control of relations with others: trust and care for others in infancy, taking the other’s perspective, reflectivity, and empathy in preschool, rationality and understanding the rules underlying individual and group interactions in primary school, and understanding the general principles of societal operation explaining the differences in approach and interest between groups in adolescence and early adulthood. We also outline the educational implications of this theory for the education of citizens by capitalizing on intellectual strengths at successive developmental periods to comprehensively understand the world and to act prudently when dealing with interpersonal and social or national conflict. Finally, the paper discusses the political constraints and implications of this theory. This is the first attempt to derive wisdom from the development of cognitive and personality processes from infancy through early adulthood and to connect it to serious world problems.

THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL

THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL

Community resilience in collaborative learning

This paper introduces a simplified dynamical systems framework for the study of the mechanisms behind the growth of cooperative learning in large communities. We begin from the simplifying assumption that individual-based learning focuses on increasing the individual's fitness while collaborative learning may result in the increase of the group's fitness. It is not the objective of this paper to decide which form of learning is more effective but rather to identify what types of social communities of learners can be constructed via collaborative learning. The potential value of our simplified framework is inspired by the tension observed between the theories of intellectual development (individual to collective or vice versa) identified with the views of Piaget and Vygotsky. Here they are mediated by concepts and ideas from the fields of epidemiology and evolutionary biology. The community is generated from sequences of successful contacts'' between various types of individuals, which generate multiple nonlinearities in the corresponding differential equations that form the model. A bifurcation analysis of the model provides an explanation for the impact of individual learning on community intellectual development, and for the resilience of communities constructed via multilevel epidemiological contact processes, which can survive even under conditions that would not allow them to arise. This simple cooperative framework thus addresses the generalized belief that sharp community thresholds characterize separate learning cultures. Finally, we provide an example of an application of the model. The example is autobiographical as we are members of the population in this experiment.

Self-Authorship: Advancing Students’ Intellectual Growth (review)

Reviewed by: Self-Authorship: Advancing Students’ Intellectual Growth Joan B. Hirt Peggy S. Meszaros (Ed.). Self-Authorship: Ad vancing Students’ Intellectual Growth. New Directions for Teaching and Learning, No. 109. San Francisco: Jossey-Bass, 2007. 88 pp. Paper: $29.00. ISBN: 13-978-0787-9972-12. The student outcomes that higher education strives to achieve are ambitious: critical thinking, an appreciation for multiple perspectives, and civic engagement, to name but a few. Increasingly, however, institutions are combatting an onslaught of criticism about levels of student learning. Demands to demonstrate student outcomes have resulted in a troubling trend: a narrow focus on knowledge acquisition as measured by standardized tests of skills. In Self-Authorship: Advancing Students’ Intellectual Growth, Peggy Mezsaros argues that the goals of the academy “go considerably beyond mere knowledge of subject matter and require a new lens to view learning and teaching in higher education” (p. 5). This monograph provides that lens and is, in effect, a guidebook for institutions seeking to transform themselves and put student learning at the center of their endeavors. Such transformations must be grounded in theories of intellectual development. In this case, self-authorship (Keegan, 1994, Baxter Magolda, 1999) serves as the theoretical scaffolding. Self-authorship describes the developmental journey that students take as their beliefs about knowledge (epistemology), their relationships with others (interpersonal), and their own identities (intrapersonal) change over time. Development occurs as they move from assuming that knowledge is absolute and relying on others for validation to accepting that knowledge is socially constructed [End Page 278] and integrating others’ opinions with their own internal voice. Meszaros opens the volume by arguing that self-authorship can serve as the catalyst for institutional transformation. She begins by defining intellectual development, learning outcomes, and self-authorship and presents the Learning Partnerships Model (LPM) as the mechanism through which self-authorship can be promoted. The LPM blends cognitive and affective elements of development and is guided by three principles: “validating learners’ capacity as knowledge constructors, situating learning in students’ experience, and defining learning as mutually constructing meaning” (Baxter Magolda & King, 2004, pp. xix–xx). Chapter 2, by Terry Wildman, eloquently points out that the literature describing development is abundant but that research on how to promote development is much scarcer. He therefore lays the foundation for the remainder of the volume by describing how institutions must change to encourage self-authorship. At the heart of any such accommodation is a shift in the way faculty members teach. That, he artfully points out, is “a learning problem in its own right” (p. 24). Wildman’s discussion of the scripts that instructors develop about teaching and the paradigmatic shift that must occur to move from performance compliance to learning is exceptionally compelling. The next four chapters offer pragmatic examples of how self-authorship can be integrated into the work of the institution. If student learning is to be central to higher education, it must be measurable. Jane Pizzolato (Chapter 3) describes the psychometric properties of the Self-Authorship Survey, an assessment instrument that consists of both quantitative and qualitative elements and which shows promise of measuring overall development. Self-authorship in research is the focus of a particularly interesting chapter by Anne Laughlin and Elizabeth Creamer. They describe their study examining self-authorship and career decision-making among adolescent women. The mixed methods they employed led to interesting conclusions about their sample but, perhaps more importantly, to new insights about self-authorship and themselves as researchers. In Chapter 5, Barbara Bekken and Joan Marie offer a rich description of how to design a multidisciplinary series of courses using the LPM. They aptly illustrate Wildman’s admonition about the degree to which institutional structures constrain the teaching and learning process. In addition to research and instruction, self-authorship can be promoted through other programs and services on campus, and Marcia Baxter Magolda (Chapter 6) describes several innovative applications of the LPM that campuses have implemented in recent years in honors programs, academic advising, and residence life, among other settings. Meszaros concludes the monograph by summarizing the current state of the self-authorship movement and identifying concrete steps that institutions can take to advance students’ intellectual development. In...

Mathematical precocity in young children: a neo‐Piagetian perspective

Two studies were conducted to explore mathematical precocity in young children. Study 1 examined mathematically gifted first and third graders' working memory development. The results showed that mathematically gifted children's working memory growth was similar to that expected of their age peers. Study 2 examined changes in mathematically gifted children's conceptual structures. Mathematically gifted children were roughly a year ahead of their age peers in the rate of development of conceptual structure in the numerical domain. A neo‐Piagetian theory of intellectual development was used to explain these seemingly conflicting findings. The relation between working memory growth and conceptual development was discussed throughout the paper.

The Learning Cycle: A Reintroduction

The learning cycle is an inquiry approach to instruction that continues to demonstrate significant effectiveness in the classroom.1–3 Rooted in Piaget's theory of intellectual development, learning cycles provide a structured means for students to construct concepts from direct experiences with science phenomena. Learning cycles have been the subject of numerous articles in science practitioner periodicals as well as the focus of much research in science education journals.4 This paper reintroduces the learning cycle by giving a brief description, followed by an example suitable for a range of physics classrooms.

Professional Development for Middle School Mathematics Teachers to Help them Respond to NCTM Standards

The Curriculum and Evaluation Standards for School Mathematics were created to promote change in the teaching and learning of mathematics (National Council of Teachers of Mathematics, 1989, p. 2) so that K-12 students would have mathematical power. Although the Standards envision a curriculum reflecting the scope of relevant mathematics and taking advantage of the power of technology, most middle school classrooms remain unchanged from the drill-and-practice classrooms of the 1970s (Niess & Erickson, 1992). Change is coming slowly and unevenly (Garet & Mills, 1995), despite many national group endorsements of the Standards, intensive discussions about reform, and funding of projects to help educators update instruction to reflect the Standards (Edwards, 1994). The Standards were designed to fundamentally restructure how teachers teach mathematics and what they teach (National Council of Teachers of Mathematics, 1989, p. 251). The Standards identify strongly held beliefs of teachers as major barriers to the implementation of such change (National Council of Teachers of Mathematics, 1989). Cooney (1987) agrees that changes the Standards authors envisioned will be difficult to achieve because of the beliefs teachers have about mathematics. He offers the role of authority to help the framing of questions about teachers' beliefs and response to change (Cooney, 1994). A person's orientation toward authority is an important consideration in studying current reform movements in mathematics education. Much research exists that indicates many teachers teach mathematics from a rigid, dualistic view of the world in which every question has an answer from an authority (Brown, Cooney, & Jones, 1990). Studying teacher beliefs about mathematics and their roles as teachers can provide critical information for affecting these beliefs. Such a rigid view is incompatible with the Standards, which require teachers to be reflective and adaptive. Teachers must see the world as contextual and knowledge acquisition as constructivist (Cooney, 1994, p. 628). Numerous researchers (Copes, 1979; Helms, 1989; Kesler, 1985; McGalliard, 1983; Meyerson, 1978; Owens, 1987; Stonewater & Oprea, 1988) have used Perry's theory of intellectual development (Perry, 1970) in studies of mathematics teacher education. Basing his theory on interviews with Harvard students during the 1950s and 1960s, Perry identified a hierarchy of nine positions from which people interpret their world. People move from believing every question has an answer from an authority to realizing that knowledge is a personal structure that all people must build in light of their own experiences. Perry identified a critical point at which individuals move from seeing authority as something or someone out there to seeing authority as an internal agent (Perry, 1970). At this point, teachers move from passively accepting the word of an authority (professor, textbook, NCTM) to accepting themselves as authoritative. Copes (1979) adapted Perry's scheme for his study of conceptions of mathematical knowledge. He condensed the nine positions into four categories. The first is dualism (Perry Levels 1-2) at which a person thinks every question has an answer, every problem has a solution, and an authority is someone who knows these answers. The second state is multiplism (Perry Levels 3-4) at which individuals think all questions have many answers and all individuals have the right to their opinion about which answer is better. The third level is relativism (Perry Levels 5-6) at which persons think all answers are not equally valuable and must be judged by standards such as validity and elegance. The fourth level is commitment (Perry Levels 7- 9) at which individuals realize knowledge is not something out there to be gotten, many decisions involve uncertainty and risk, and all decisions require actively building knowledge via personal experience. The Perry scheme with its key concept of authority provides a lens for understanding how teachers view mathematics and teaching and how they might move from one level to the next. …

Another Look at Student Writing and Stages of Intellectual Development

Theories of intellectual development offer writing teachers productive ways to analyze student writing, to help students develop strategies for improving their writing processes, and to consider the implications of writing assignments. Frameworks posited by Piaget (see Modgil, 1974), Perry (1968), and Belenky, Clinchy, Goldberger, and Tarule (1986) contribute particularly useful ways of understanding why student writers may be having difficulties and how writing teachers and tutors can help students in their intellectual development.

Džono Diuji pedagoginė sistema

Džonas Diuji (John Dewey, 1859-1952) – vienas žymiausių naujosios, „aktyviosios" mokyklos šalininkų, vadinamosios veiklos pedagogikos atstovų Amerikoje. Pragmatinės filosofijos ir psichologijos pagrindu jis sukūrė pragmatinę pedagogiką. Straipsnyje trumpai aprašomas Diuji gyvenimas, jo mokslinių interesų spektras. Pateikiama Diuji sukurta ikimokyklinio, jaunesnio ir vyresniojo mokyklinio amžiaus vaikų charakteristika, aprašomos jo pažiūros į vaikų charakterio bruožų vystymąsi. Straipsnyje teigiama, jog Diuji, kaip kraštutinis pedocentrizmo atslovas, visą savo mokymo teoriją grindžia vien vaiko interesais, asmenine jo patirtimi (interesas – tai viso pedagoginio proc.eso kertinis akmuo). Mokyklos uždavinys – skatinti spontanišką vaiko vystymąsi, jo prigimtį, interesus, sugebėjimus. Kaip jau minėta, Diuji daug dėmesio skiria pedagoginės sociologijos klausimams. Į mokyklą jis žiūri kaip į socialinį organizmą, teigia ją esant tokia universalia jėga, kuri padės išspręsti svarbiausius sodalinius konfliktus. Taigi, Dž. Diuji, sukūrė teoriją tapusią kitų mokymo sistemų pagrindu. Šios sistemos toliau plėtojo mokymo individualizavimo, diferencijavimo ir aktyvinimo idėjas, radusias atgarsį ir Lietuvoje.

Death anxiety in adult life—theoretical perspectives

Abstract This review presents several theoretical approaches relevant to the study of death anxiety in adult and old age. Several philosophical approaches (existential and logical) are considered. The review of psychological approaches includes theories, such as personal construct theory, that have made an important contribution to the study of death anxiety. Other theories, which have been used less extensively, or which have not been used at all in research on death anxiety, are reviewed for their relevance to this area. They include approaches such as the self-concept discrepancy theory or theories of intellectual development in middle and old age. The discussion identifies several challenges faced by researchers in this field: operationalization of vague theoretical concepts, creative application of theories, integration of several approaches, and use of appropriate methods such as longitudinal or experimental designs.

The Development of Computational Estimation: A Neo-Piagetian Analysis

Estimating sums requires the coordination of two qualitatively different sorts of component activities: (a) using nearness judgment to select appropriate substitutes for the addends and (b) mentally computing the sum of the substitute numbers. According to Case's (1985) theory of intellectual development, children are not able to achieve this sort of coordination until they reach the level of vectorial thought, at about 11 or 12 years of age. The present study used a top-down approach to make predictions, based on this theory, about the developmental levels at which children should be able to solve tasks involving first one and then both of the component activities that estimating sums entails. Twelve children at each of Grades K, 2, 4, 7, 9, and 11/12 were then asked to solve tasks at their predicted achievement level and at the next highest level. All predictions were borne out. The framework for the study offers the potential for organizing other developmental data on computational estimation and may also carry important implications for curricular design.

A Neo-Piagetian Analysis of Infants' Visual-Motor Abilities

Visual-motor abilities in infants were investigated within a neo-Piagetian framework of development. Case's (1985) theory of intellectual development provided the conceptual base for this study. The study's objective was to establish whether development in the motor domain proceeds in a stagelike fashion. This aim was addressed by (a) the development of a model that suggested how the structural changes, as specified by Case's theory, might manifest themselves in the subdomain of the use of an object to execute a simple motor response and (b) the measurement of infants' performances on a set of newly constructed tasks designed to assess the sequence of changes in cognitive operations. Forty children, aged 4 to 18 months, were tested. Subjects were classified by age into one of four groups corresponding to the substages of the sensorimotor stage postulated by the theory. The general hypothesis that children's visual-motor abilities would proceed through four substages was supported. The individual pattern of performance across substages yielded a perfect Guttman scale (Guttman, 1950). Analysis of variance indicated no significant deviation from linearity for any group, no sex effects, and no Sex × Age interactions, as predicted. This study suggests that a cognitive developmental approach can provide a more complete understanding of visual-motor abilities in children, because it can explain recurrent cycles in development and, given an appropriate task analysis, predict the skill level of a child at a given age. The implications for future research are also discussed.

The child's construction of economics

Dealing with the concept that children have different aspects of economic reality, the authors review existing literature on economic socialization and then analyze the results of interviews with 1000 children. Their interpretation is infuenced by Piaget's theory of intellectual development.

Review of Piaget's Theory of Intellectual Development (3rd ed.).

Review of Piaget's Theory of Intellectual Development (3rd ed.).

THE STRUCTURE AND PROCESS OF INTELLECTUAL DEVELOPMENT*

In the present article, a theory of intellectual development is summarized which attempts to integrate the general structural approach pioneered by Piaget, with the more recent ‘process’ oriented approaches proposed by information processing theorists on the one hand, and by Pascual‐Leone (in his M‐Operator theory) on the other. The resultant theory is one which proposes that children's control structures progress through four general stages in the course of their development, with three recursive substages being identifiable at each. Transition to a new stage of development occurs as a result of the hierarchical integration of two qualitatively distinct control structures, each one of which was assembled and consolidated towards the end of the previous stage. By contrast, progress within a stage occurs as a result of the step‐wise attention to, and non‐hierarchical integration of, an increasing number of similar elements, each one of which was assembled towards the beginning of the new stage. The variable that determines the maximum rate at which within‐stage progress can take place is the size of the child's working memory, which is seen as growing in response to both maturational and experiential variables. A similar process is seen as determining the timing of across‐stage transitions; however, this process is as yet less well articulated. Several different sorts of empirical evidence have been gathered so far, to support the overall structure of the theory. After this evidence is described and illustrated, the article concludes with a summary of the theory in postulate form.

Constructivism: A theory of knowledge

The goal of this paper is to outline what has been called a radical constructivist model of knowledge, to describe how this model relates to Piaget's theory of intellectual development, and to ou...

The Structure of Exchange: Piaget’s Sociological Theory

<i>Piaget’s</i> structural model of social exchange as described in his <i>Etudes sociologiques</i> is summarized together with some of its applications to interpersonal and group relations. The model implies that social exchange gives rise to mutual valuations between the respective partners and that these mutual valuations enter into the overall equilibrium of the system. In contrast, disequilibrium results in social crises of various types. <i>Piaget’s</i> view of language and logic as forms of intellectual exchange casts a new light on the role of social interaction in his theory of intellectual development. Like <i>Habermas’s</i> theory of communicative action, <i>Piaget’s</i> theory implies that communicative exchanges involve interpersonal values as well as a propositional content. It is argued that this theory of social exchange may provide a structural model for many aspects of social-cognitive development.

Two schemes of intellectual development: A comparison of development as defined by william perry and jean piaget

AbstractThe theories of Jean Piaget and William Perry provide two different theories of intellectual development with several similiarities, but also with critical differences. In this study a comparison was made to determine whether the two theories describe operation of the same mental structures or two fundamentally different aspects of intellectual development. The results, based upon individual interviews of all participants, indicate that the two theories outline different and independent processes for assessing intellectual development.

The Cognitive-Affective Dualism of Music Learning

This paper addresses basic issues concerning the relationships between cognitive and affective growth in children. A theoretical model of affective development, proposed by Giblin (1981), is compared to the Piagetian theories of intellectual development. Implications for music education are drawn from this comparison.