| Abstract: | ![]()
The challenge of explaining cognitive and attitudinal changes in college students has been approached developmentally in a sequential model detailing changes in students' views of knowledge and authority. In the present study, the scalability and structural unity of comprehension of ideas from 8 positions in the sequence were examined. 28 students were asked to reformulate short statements representing these positions as applied to 5 different topics. Correct reformulation of the ideas presented in 4 of the 5 items at each level was used as an index of comprehension of that level. Scalogram analysis yielded significant coefficients of reproducibility (.97) and scalability (.71). Intercorrelations between scale scores on the 5 topics were performed; factor analysis revealed a 1st factor, degree of relevance to school, and a 2nd factor affected by the degree of abstractness of the topic. The model has implications for the planning of educational experiences for college age students (and perhaps younger groups, also), as well as for understanding the processes by which formal operational abilities are brought to bear on nonscientific problems. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
