The investigation of concept formation.

Learning the Relation of Opposition as Related to Scores on the Wechsler Intelligence Scale for Children

“…In 1922, Cyril Burt (1,12) showed interest in the relationship between reasoning and intelligence. Jean M. Deutsche (3) studied the relationship of scores on a test of causal relations to intelligence test scores on the Kuhlmann-Anderson test.…”

“…It has been pointed out (12) that the relationship between intelligence and concept formation has been assumed through two different principles, which are accepted as facts. The first of these is, that one variable of intelligence, according to most theorists and test constructors, is the ability to form and use concepts.…”

“…No attempt has been made to present a survey of the literature here. Three surveys (3,8,12) have been listed. The purpose of the aforegoing resume has been to show the development of the present study.…”

The Dimensions of Children's Meaning Space

“…This model identifies the function of mediating responses in ascribing meaning to verbal stimuli and constitutes the basis for the measuring technique and the instrument used in this study. A survey of literature produced twenty-five discrete kinds of logico-semantic relations exhibited in children's word definitions (Annett, 1959;Burns, 1960;Cronbach, 1943;Curti, 1950;Dale et al, 1960;Fief el and Lorge, 1950;Flavell and Flavell, 1959;Lewinski, 1948;Petty et al, 1968;RusseU, 1954;Vinacke, 1951 andWelch, 1940). Several authors (Feifel and Lorge, 1950;Annett, 1959;Burns, 1960) have noted that as a child matures his definitions move from statements about simple characteristics and relationships to complex notions of identity and class membership.…”

Chapter IV: The Development of Thinking Processes

“…Feifel and Lorge (25) showed that the responses of 900 children on the vocabulary test of the Stanford-Binet intelligence examination showed a preponderance of definition by use and description at ages six and seven, followed by a marked increase in use of synonyms and demonstration by ages nine and 10, while synonyms plus explanation increased up thru age 11. Vinacke (70) summarized studies of concept formation as influenced by age, intelligence, training or experience, and socio-economic status. A chapter in Thompson's (66) text on child development is devoted to concept development in young children.…”