Studying cognitive development in retarded and nonretarded groups: the role of theory
Abstract:
Stephens and McLaughlin's (1974) report of retarded-nonretarded group differences in performance on Piagetian reasoning tasks was critically examined. The findings were difficult to interpret in relation to major theories of cognition in retarded and nonretarded persons because of problems in the investigators' testing and subject selection procedures and because of an inappropriate use of analysis of covariance. These problems were discussed, their potential impact on the findings examined, and certain guidelines proposed for research of this genre--guidelines designed to sharpen the relationship between experimentation and theory.
Related Concept Videos
Cognitivism
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process information is...
Piaget's Theory of Cognitive Development from Childhood into Adulthood
Schemata: Building Blocks of Knowledge
Schemata...
Piaget's Stage 2 of Cognitive Development
Vygotsky's Cognitive Development in Cultural Context
Information Processing Approach
Revisionist Views of Adolescent and Adult Cognition


