Effects of Perceived Levels of Concreteness on Cognitive Growth

Research

“…One study found that students' perceptions of the conditions of warmth, empathy, genuineness and concreteness in the classroom were related to student achievement (Robinson, 1976). In a follow-up investigation, Robinson and Schumacher (1978) found that the higher the level of teacher-offered concreteness as perceived by students, the greater was the student rate of achievement. These results were further supported by the findings of Robinson,Wilson and Robinson (198 l), in which the researchers found that students of teachers perceived as possessing the highest functioning levels with regard to empathy and warmth achieved on the average over a year above the students of teachers perceived as the lowest functioning.…”

Developmental Guidance in Catholic Secondary Schools: A Call for Change

“…First, the evolving cultural emphasis on personal growth and not simply on conflict resolution has influenced, to some degree, our attitudes and skills about helping and self-help. A second and perhaps more critical factor is that Catholic schools can rediscover a wealth of sensible, usable, helpful ideas from the knowledge base on adolescent development (Alexander, 1975;Erikson, 1968;Mosher & Sprinthall, 1970a), from the research on deliberate psychological education (Mosher & Sprinthall, 1970b;Robinson, 1980;Robinson & Wilson, 1980, 1981Robinson & Schumacher, 1978;Sprinthall, 1980;Sprinthall & Erickson, 1974), and from the developmental school guidance literature (Aubrey, 1979;Miller, 1981;Muro & Miller, 1983;Wilson & Rotter, 1982).…”