Front Cover; Cognitive Development of Children and Youth; Copyright Page ; Table of Contents; Preface; Acknowledgments; Chapter 1. Introduction; CONCEPTS AND THE COGNITIVE STRUCTURE; MENTAL OPERATIONS IN CONCEPT LEARNING; CONCEPT UTILIZATION; WORDS FOR CONCEPTS AND THEIR DEFINING ATTRIBUTES; PLAN OF THIS BOOK; FOR FURTHER STUDY; Chapter 2. Methods of Studying Cognitive Development; METHODS OF STUDYING COGNITIVE LEARNING AND DEVELOPMENT; OBJECTIVES OF THE PRESENT STUDY AND DEVELOPMENT OF CONCEPT ASSESSMENT BATTERIES; DESIGN AND METHODS OF THE PRESENT COMBINED LONGITUDINAL-CROSS-SECTIONAL STUDY

RESULTS PERTAINING TO COMPARISONS BETWEEN CONTROL GROUPS AND LONGITUDINAL BLOCKSFOR FURTHER STUDY; Chapter 3. Mental Operations and Levels of Concept Attainment; ATTENDING AND DISCRIMINATING; GENERALIZING; INDUCTIVE OPERATIONS AT THE FORMAL LEVEL; OPERATIONS INVOLVING MEANINGFUL RECEPTION LEARNING AT THE FORMAL LEVEL; FOR FURTHER STUDY; Chapter 4. Memory and Levels of Concept Attainment; THE MEMORY SYSTEM; MEMORY AND CONCEPT ATTAINMENT LEVELS; CONDITIONS OF LEARNING AND MEMORY REQUIREMENTS; FOR FURTHER STUDY; Chapter 5. Language and Concept Attainment; THE LINGUISTIC-RELATIVITY HYPOTHESIS

CULTURE, CONCEPTS, AND LANGUAGEWORDS, WORD MEANINGS, AND CONCEPTS; FACILITATIVE EFFECTS OF LANGUAGE AND CONCEPT ATTAINMENT; DEVELOPMENTAL TRENDS IN ACQUIRING CONCEPT DEFINITIONS AND NAMES OF CONCEPTS AND DEFINING ATTRIBUTES; FOR FURTHER STUDY; Chapter 6. The Invariant Sequence in Attaining Four Successive Levels of Concepts: Longitudinal-Cross-sectional Results; INVARIANT SEQUENCING; CROSS-SECTIONAL RESULTS; LONGITUDINAL AND COMBINED LONGITUDINAL-CROSS-SECTIONAL RESULTS; DISCUSSION; FOR FURTHER STUDY

Chapter 7. Rate and Form of Cognitive Development across the School Years: Longitudinal -Cross-sectional ResultsDEVELOPMENTAL NORMS RELATED TO ATTAINING THE LEVELS OF EACH CONCEPT; DEVELOPMENTAL NORMS RELATED TO UNDERSTANDING PRINCIPLES, UNDERSTANDING TAXONOMIC RELATIONS, AND PROBLEM SOLVING; DEVELOPMENT RELATED TO ATTAINING THE CLASSIFICATORY AND FORMAL LEVELS COMBINED AND THE THREE USES OF THE CONCEPTS COMBINED; DIFFERENCE AMONG CONCEPTS IN TERMS OF THE AGE AT WHICH STUDENTS ATTAIN THE CLASSIFICATORY LEVEL AND THE FORMAL LEVEL

RELATIONSHIP BETWEEN MASTERY OF EACH CONCEPT LEVEL AND MASTERY OF THE RELATED PRINCIPLES, TAXONOMIC RELATIONS, AND PROBLEM SOLVINGDISCUSSION; FOR FURTHER STUDY; Chapter 8. Interindividual and Intraindividual Differences in Cognitive Development: Longitudinal-Cross-sectional Results; INTERINDIVIDUAL DIFFERENCES IN FULL ATTAINMENT OF THE CONCEPT LEVELS AND IN MASTERY OF THE USES WITHIN AND ACROSS GRADES; INTRAINDIVIDUAL DIFFERENCES IN PATTERNS OF ATTAINING THE CONCEPT LEVELS AND USES; DIFFERENCES IN INDIVIDUALS' RATES OF COGNITIVE DEVELOPMENT