Thesis (M.A.) - Carleton University, 2005. / Includes bibliographical references (p. 70-75). Also available in electronic format on the Internet.

Thesis (M.S.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 92-96).

Thesis (M.A.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 36-37). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (p. 90-94).

Thesis (Ph.D.)--University of Waikato, 2006. / Includes bibliographical references (p. 389-415) Also available via the World Wide Web.

M.A. / Cognitive development has been an important area of research among many theorists in the past. The study of cognitive development includes the study of the development of cognitive functions, processes and abilities (Demetrious, Doise, & Van Lieshout, 1998). Wick-Nelson and Israel (2000) assert that cognitive development remains an important area of research in the field of contemporary psychology. Piaget formulated a stage theory of cognitive development, and although one can draw certain assumptions from this regarding moral development, it does not address it directly. Kohlberg’s theory of moral development, on the other hand, addresses moral development directly, which, indirectly, builds on Piaget’s theories of cognitive development. This implies a theoretical relationship between these two theories, even though Kohlberg’s theory goes beyond Piaget’s initial formulations (Flavell, 1982). In this study, this theoretical relationship is investigated. The goal of this study was to investigate the relationship between formal operational thought and post-conventional moral reasoning, specifically. In order to investigate this relationship, a correlational research design was used. The two main variables, i.e. formal operational thought and moral reasoning, were measured by means of Kohlberg’s Moral Judgement Interview (MJI) and the Similarities sub-test of the Wechsler Adult Intelligence Scale – third edition (WAIS-III). A biographical questionnaire was also included in order to gain information that could be used as independent variables (e.g. age, race, gender, etc.). This was used to categorize the data for the purposes of the statistical analysis. The assessments were done on 150 undergraduate psychology students. The demographic characteristics of the sample were as follows: - Age group: 17-35 years of age - Gender: 36 male and 114 female - Race: 83 Black, 41 White, 16 Indian, 9 Coloured and 1 Asian. Although the sample size was adequate to perform parametric statistical analyses, the level of measurement, which was ordinal, only allowed for non-parametric analyses. Given the fact that the sample was not representative of the general population, only tentative conclusion could be drawn from the results. To this effect, the study was able to show that there are indications that a significant relationship exists between the level of cognitive development and the level of moral development. This finding warrants the further investigation between these two constructs. A significant relationship between maternal education levels and moral development was also found, which is contrary to the findings of other, similar studies. This finding seems to suggest that there might be certain unique factors in the South African population that may affect moral development in different ways than in other, western populations. It is strongly recommended that these differences be addressed in future research.

Some investigators have suggested that when material becomes more complex, an individual is forced to use an intuitive process, while others suggest that increasing complexity forces analysis. This study was an attempt to resolve this question by manipulating rate of presentation and instructions. No effect was found due to these manipulations or due to complexity. The reason is not clear, but may be due to a combination of factors which inclined the experiment in the direction of the intuitive process.

M. S.

M. S.

by Chung Chuen Ming. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 86-94). / ACKNOWLEDGMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES V --- p.ii / LIST OF FIGURES --- p.ix / Chapter 1 --- INTRODUCTION / Chapter 1.1 --- Statement of the problem --- p.1 / Chapter 1.2 --- Significance of the study --- p.5 / Chapter 2 --- REVIEW OF LITERATURE / Chapter 2.1 --- Literature related to students' misconceptions --- p.6 / Chapter 2.2 --- Literature related to problem solving --- p.9 / Chapter 2.3 --- Literature related to differences between experts and novices --- p.12 / Chapter 2.4 --- Literature related to teaching problem solving --- p.17 / Chapter 2.5 --- Literature related to qualitative reasoning --- p.23 / Chapter 2.6 --- Literature related to protocol analysis in problem solving --- p.25 / Chapter 3 --- METHODOLOGY / Chapter 3.1 --- Theoretical framework --- p.27 / Chapter 3.2 --- Definitions --- p.38 / Chapter 3.3 --- Hypotheses --- p.40 / Chapter 3.4 --- Design --- p.41 / Chapter 3.5 --- Subjects --- p.41 / Chapter 3.6 --- Instructional materials --- p.43 / Chapter 3.7 --- Instruments --- p.47 / Chapter 3.8 --- Procedure --- p.47 / Chapter 3.9 --- Data analysis --- p.48 / Chapter 4 --- RESULTS AND DISCUSSION / Chapter 4.1 --- Reliability of instruments --- p.50 / Chapter 4.2 --- Effects of qualitative instruction --- p.51 / Chapter 4.3 --- Analysis of problem solving protocols --- p.65 / Chapter 5 --- "SUMMARY, CONCLUSIONS AND RECOMMENDATIONS" / Chapter 5.1 --- Summary of findings --- p.76 / Chapter 5.2 --- Conclusions --- p.79 / Chapter 5.3 --- Limitations of the study --- p.82 / Chapter 5.4 --- Recommendations --- p.83 / BIBLIOGRAPHY --- p.86 / APPENDICES / Chapter Appendix A : --- Selected comments on students' performance in H. K. Certificate Examination Physics I --- p.95 / Chapter Appendix B : --- Statistics of problems and examples in selected textbooks --- p.96 / Chapter Appendix C : --- Instructional materials and steps of remedial lessons1-6 --- p.97 / Chapter Appendix D : --- Problem solving achievement test --- p.200 / Chapter Appendix E : --- Marking scheme of problem solving achievement test --- p.203 / Chapter Appendix F : --- Practice and test items in computer tool and answers --- p.205 / Chapter Appendix G : --- Problem solving protocols --- p.213