Robert Pasnak

Emerging themes in cognitive development

Part of a two-volume work that offers the full spectrum of current knowledge and research trends in cognitive developmental psychology, this particular book traces the development of cognitive competence, denoting a change in cognitive proficiency, understanding or mastery. It includes an analysis of innovative and previously unpublished studies. The primary challenge issued by the authors is to ensure the incorporation of new knowledge into educational practices.

Object permanence in cats and dogs

Object permanence was assessed for cats and dogs, using tasks analogous to those typically employed for human infants. Neither species solved all of the problems correctly when rewarded only by the discovery of a hidden toy. However, both species showed that they had fully developed concepts of object permanence when the problems were changed so that the animals had to search for hidden food in an odor-control procedure. These results indicate that sensorimotor intelligence is completely developed in these nonprimates.

The Effect of Familiar Size at Familiar Distances

The effect of familiar size as a distance cue was tested with familiar objects at familiar distances. Experiment 1 showed that there were no uncontrolled distance cues available and that in their absence the retinal image did not affect depth or size perception. Under these conditions, size and distance judgments were essentially indeterminate and independent of each other. In experiment 2 a paradigm was employed which allowed a direct determination of whether equivalent changes either in size of a familiar object or in its true distance produced equivalent changes in its perceived distance. The results showed that there were no uncontrolled distance cues, and that subjects perceived the familiar object as having its familiar size. Moreover, changing the retinal image of the objects had almost exactly the same effect on their perceived distance as did changing their true distance. Hence, familiar size does effectively govern the perception of distance when there are no competing cues.

Cognitive and Achievement Gains for Kindergartners Instructed in Piagetian Operations

ABSTRACT Unidimensional classification, unidimensional seriation, and number conservation were taught to kindergartners who were lagging in cognitive development. Significant gains on the Otis-Lennon School Ability Test and on Stanford Early School Achievement Test subscales resulted. The gains seemed to be the result of mastery of key cognitive operations at a stage shift in cognitive development by disadvantaged children who were ripe for progress.

Relational responses in tests of transposition with Rhesus monkeys

Abstract Three adult Rhesus monkeys (Macaca mulatta), one with nonrelated discrimination learning experience and two experimentally naive, were trained to discriminate between two simultaneously presented stimuli differing only in height. After exceeding the learning criteria on a VR 4 reinforcement schedule and considerable overtraining, subjects were tested for transposition. Both upward and downward and near and far tests were administered to determine the effects of distance from the original training pair on the amount of transposition. In these tests, each of the 24 stimulus pairs contained one or more novel stimuli. Training trials were interpolated to avoid extinction effects and measures were taken to avoid motivational deficits or differential rewards during testing. All three subjects responded relationally at far as well as near distances from the original training pair. Stimulus generalization, on the basis of increments of association, was found to be an inferior explanation for these data. Slight decrements on far tests can be better explained in terms of the learning-performance distinction.

Instructing First-Grade Children on Patterning Improves Reading and Mathematics

Research Findings: In each of 16 public school classrooms serving multiethnic low-income neighborhoods, 2 first graders were assigned to be taught patterning, 2 to be taught reading, 2 to be taught mathematics, and 2 to be taught social studies for 15-min sessions 3 days per week for 6 months. Assignment within each classroom was randomized. The childrens mean age was 6 years, 5.19 months. Patterning instruction included instruction on symmetrical patterns, patterns with increasing numbers of elements, and patterns involving the rotation of an object through 6 or 8 positions. In May, the 120 children still available were tested on patterns, reading, and mathematics. Patterning instruction had large, fully mediated effects on both reading and mathematics. There were no significant differences on some individual scales, but on others children who received patterning instruction scored best, often by grade equivalents of 4 to 8 months. Extant explanations of the efficacy of patterning instruction are reviewed, and the potential importance and limitations of its role in early education are discussed. Practice or Policy: Patterning instruction should be extended to more complex patterns than the alternations currently used in elementary schools in order to produce important improvements in both reading and mathematics.

Assessment of Stage 6 object permanence

The sensorimotor intelligence of cats and dogs was tested via successive invisible displacement object-permanence tasks. Preferred foods were used as baits, and a deception technique was used to control for odor cues. Dogs tested in their homes solved the problems consistently, but cats were seldom successful. It appears that dogs have fully developed sensorimotor intelligence, at least as indicated by object permanence. There is as yet no good evidence that cats have advanced beyond the fifth stage.

Acceleration of cognitive development of kindergartners

A curriculum modification was designed to increase the general reasoning ability of kindergarten children who were lagging in cognitive development. The new instructional program was tested with 22 kindergarters who scored in the lowest 9% on the EAS measure of general learning and reasoning ability taken from SRAs Survey of Basic Skills. The experimental children were given “learning set” instruction on unidimensional classification, unidimensional seriation, and number conservation for four months. They received the instruction in groups of six for 15 minutes two or three times per week during the time usually reserved for mathematics. Control children received the normal mathematics instruction, also in groups of six, for matched sessions. The experimental children made twice the gains of the control children on the EAS measure, and matched their gains on reading and mathematics achievement. It appears that integrated “learning set” training on these three Piagetian concepts may be a potent tool for aiding kindergartners who are falling behind their peers in cognitive development.

Acquisition of prerequisites to conservation by macaques.

Through a progressive series of learning sets, two rhesus macaques were trained to discriminate transformations that produce change of substance from other transformations and manipulations. Several tests were administered to assess the generalization of this discrimination to a variety of objects and shapes and to assess the effects, if any, of size cues, experimenter familiarity, and various methods to problem presentation. After training was completed, performance was not greatly affected by differences in problems and presentations. The results of these experiments suggest that monkeys can acquire this prerequisite for substance conservation as a result of learning set training.

Teaching oddity and insertion to Head Start children: An economical cognitive intervention

Two interventions were offered to Head Start preschoolers. Half of the children played numerous learning set games designed to teach the children (1) the oddity principle and (2) how to insert objects into a series. Mastery of these concepts is theoretically an important aspect of school readiness. The other half of the children engaged in the I Can Problem Solve (ICPS) exercises, a program designed to increase the childrens competency in recognizing and responding to other peoples feelings. The children who played the learning set games became superior at oddity and insertions with manipulable objects, and generalized these games to workbook-like formats resembling those encountered in kindergarten. They also scored higher on the numeracy and memory scales of the McCarthy Scales of Childrens Abilities, indicating that mastery of oddity and insertions may have served as foundations for further cognitive growth. The children who participated in the ICPS exercises became superior at creating solutions to interpersonal problems, as measured by the Preschoolers Interpersonal Problem Solving Scale. The differences in the outcomes indicate that both interventions were successful in their own domains. The advantage the cognitive intervention produced on the McCarthy Scales suggests that oddity and insertion abilities may be a foundation in fact as well as in theory for general cognitive growth at this age.