organization and development as a function of education
Andreas Demetriou (Author), Karin Bakračevič Vukman (Author)

Abstract

This study involved four age groups: 13-15-, 23-25-, 33-35-, and 43-45-yr-olds. All adult groups involved persons with university education andpersons with low education. Participants (1) solved tasks addressed to spatial, propositional, and social reasoning, (2) evaluated their own performance and the difficulty of the tasks, and (3) answered an inventory probing their self-concept for these reasoning domains and for self-awareness and self-regulation. Structural modeling revealed that performance, self-evaluation, and self-representation are systematically interrelated. Performance in spatial and propositional reasoning stabilized in early adulthood, whereas in social reasoning and self-evaluation, performance improved throughout the age span studied. Educated persons performed better and rated themselves accordingly across all domains. The implications of these findings for the general theory of intelligence and cognitive developmentafter adolescence are discussed. The functional shift model is proposed to account for changes in the relative power of different abilities with increasing age.

Keywords

razvojna psihologija;kognitivni procesi;samozavedanje;razumevanje;dojemanje;education;developmental psychology;cognitive processes;self-awareness;reasoning;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UM FF - Faculty of Arts
UDC: 159.922.3
COBISS: 16785416 Link will open in a new window
ISSN: 1041-6080
Views: 1398
Downloads: 84
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Other data

Secondary language: English
Secondary keywords: razvojna psihologija;kognitivni procesi;samozavedanje;razumevanje;dojemanje;
URN: URN:SI:UM:
Pages: str. 181-194
Volume: ǂVol. ǂ19
Issue: ǂiss. ǂ2
Chronology: 2009
DOI: 10.1016/j.lindif.2008.10.007
ID: 8723951