Author Type

Graduate Student

Date of Award

1972

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

The purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated by Piaget. It was also expected that the diagnosis would significantly distinguish between the three strata of subjects as the strata were formed on the basis of the subjects' past levels of academic performance. On the other hand, it was not expected that the diagnosis would be discriminatory in reference to other demographic variables studied. Observation of the results of the factor analysis confirmed the expectations regarding the Piagetian aligned factor structure of the diagnosis and offered a construct validity and reliability estimate of approximately .86. Observation of the results of the relational studies served to support the stated expectations except that measures related to three of the constructs were discriminatory along the dimension of sex. Twelve factors or constructs aligned with Piaget's theory were isolated. The constructs represented both a concrete operational and an abstract operational level of cognitive functioning for most of the cognitive tasks diagnosed. Seven of the factors discriminated significantly (p<.001) between the strata and, in all cases, discriminated in favor of stratum three, the stratum with highest past level of academic performance. The subjects in the stratum with the lowest level of academic performance, stratum one, and frequently stratum two subjects were functioning at a concrete operational level during the diagnosis. The important findings of this research necessitate immediate and continuous research of Piagetian remediation approaches based on the diagnosis and remediation of the learner's cognitive functioning abilities.

Extent

156 p.

Comments

Thesis (Educat.D.)--Florida Atlantic University, 1972.|College of Education|Thesis (Educat.D.)--Florida Atlantic University, 1972.

Identifier

FADT11624

Format

pdf

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