WorldCat Identities

Hooper, Frank H.

Overview
Works: 45 works in 113 publications in 2 languages and 2,241 library holdings
Genres: Cross-cultural studies  Academic theses  Abstracts 
Roles: Author, Editor, Other
Classifications: BF723.C68, 155.413
Publication Timeline
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Most widely held works by Frank H Hooper
Logical thinking in children : research based on Piaget's theory by Irving E Sigel( Book )

24 editions published between 1968 and 1969 in English and Undetermined and held by 1,043 WorldCat member libraries worldwide

Theoretical and empirical research derived from Piagetian theory is collected on the intellectual development of the elementary school child and his acquisition and utilization of conservation concepts. The articles present diversity of method and motive in the results of replication (validation studies of the description of cognitive growth) and efforts at modifying the course of growth as charted by Piaget. Research is included on quantity conservation concepts at different ages and with situational generality, the development of number concepts (including a scalogram analysis and a comparison of the logic of classes and cardinal numbers), the development of spatial and geometric concepts (also examined by nonverbal methods), and the growth of logical operations (including a scalogram study). Additional areas treated are the acquisition of conservation of substance and weight, quantity, number, learning and operational convergence in logical thought development, effects of verbal and perceptual training on water level representation, and Piagetian research and education. Conservation is discussed theoretically as a source of empirical research, by a stimulus-response analysis, by problems from perception to inference, and on methodological and definitional considerations. (Sn)
Children's play in diverse cultures by Jaipaul L Roopnarine( Book )

9 editions published in 1994 in English and held by 483 WorldCat member libraries worldwide

"This book illuminates play as a universal and culture-specific activity. It provides needed information about the behavior of children in diverse cultural contexts as well as about the play of children in unassimilated cultural or subcultural contexts. It offers readers the opportunity to develop greater sensitivity to and better understanding of the important cultural differences that confront early childhood teachers and teacher educators."--Jacket
Personality and memory correlates of intellectual functioning : young adulthood to old age by Frank H Hooper( Book )

11 editions published in 1984 in English and German and held by 334 WorldCat member libraries worldwide

Physical limnology of Saginaw Bay, Lake Huron by Alfred Merle Beeton( Book )

3 editions published in 1967 in English and held by 55 WorldCat member libraries worldwide

A Cross-sectional investigation of children's classificatory abilities : report from the Project on Children's Learning and Development( Book )

3 editions published between 1974 and 1979 in English and held by 45 WorldCat member libraries worldwide

Life-span analyses of Piagetian concept tasks : the search for non-trivial qualitative change by Frank H Hooper( Book )

4 editions published in 1973 in English and held by 34 WorldCat member libraries worldwide

The implications of a life-span developmental prospective for Piagetian theory and research are discussed in this paper. Initially, certain recent criticisms of the Piagetian system are evaluated. These include the interpretations of Piaget's abstract model of logical reasoning; his views concerning the interrelationship of hereditary, maturational, and socioexperiential factors; the similarities and contrasts present in the Genevan viewpoint and neo-Hegelian dialectical approaches; and the possibility of continued developmental change following the adolescent years. A brief overview of the research on Piagetian concept development beyond the years of adolescence is presented. These cross-sectional assessment studies which have included samples of elderly subjects have generally found marked differences favoring the mature adult subsamples, similarities between the performances of the young children and aged subject subsamples, and/or apparent decrements in the performances of elderly persons on the Piagetian tasks. In a concluding section the philosophical, methodological, and practical implications of a straightforward acceptance of a life-span orientation are discussed. (TO)
The search for a distinctly Piagetian contribution to education : report from the Project on Conditions of School Learning and Instructional Strategies by Frank H Hooper( Book )

1 edition published in 1974 in English and held by 32 WorldCat member libraries worldwide

Micro-analysis of logical reasoning relationships : conservation and transitivity by Wisconsin Research and Development Center for Cognitive Learning( Book )

2 editions published in 1975 in English and held by 30 WorldCat member libraries worldwide

A representative series of Piagetian concrete operations tasks : report from the Project on Children's Learning and Development by Frank H Hooper( Book )

2 editions published in 1975 in English and held by 30 WorldCat member libraries worldwide

An investigation of matrix task classificatory and seriation abilities : report from the Project on Children's Learning and Development by Frank H Hooper( Book )

1 edition published in 1975 in English and held by 28 WorldCat member libraries worldwide

A methodological review of developmental studies of identity conservation and equivalence conservation : report from the Project on Children's Learning and Development by Charles J Brainerd( Book )

2 editions published between 1974 and 1975 in English and held by 22 WorldCat member libraries worldwide

This report reviews some ostensibly conflicting empirical findings which have been reported in conjunction with Elkind's (1967) conjecture that Piaget's conservation problems tap two distinct concepts. The discrepant findings which report on the order of emergence of identity conservation and equivalence conservation are discussed. An analysis of the procedural details of the conflicting studies reveal that the discrepant findings are probably the results of a measurement error (judgements-plus-explanations response criteria) and a sampling error (older subject samples), routinely committed in studies reporting that identity and equivalence emerge in no fixed order. Some new data from an experiment in which these two errors were controlled provide support for this conclusion. The general consequences of measurement and sampling errors for concept development studies are discussed. (Author/CS)
Personality and memory correlates of intellectual functioning : young adulthood to old age ; ... 29 tables by Frank H Hooper( Book )

1 edition published in 1984 in English and held by 9 WorldCat member libraries worldwide

On delineating distinctly Piagetian contributions to education by Frank H Hooper( Book )

2 editions published in 1980 in English and held by 8 WorldCat member libraries worldwide

Logical thinking in children; research based on Piaget's theory, edited by Irving E. Sigel [and] Frank H. Hooper by Irving E Sigel( Book )

4 editions published in 1968 in English and held by 8 WorldCat member libraries worldwide

Logical operations instruction in the preschool by Ann M Bingham-Newman( Book )

4 editions published between 1974 and 1976 in English and held by 5 WorldCat member libraries worldwide

This study attempted to develop, implement, and evaluate an experimental preschool education program based on Piaget's theory of cognitive development. A further goal was to examine Piaget's theoretical assumptions and postulated cognitive developmental trends for a 2-year period of the preoperational substage. A total of 48 3- to 5-year-olds participated in the project for the full 2-year period. Half the children attended the experimental Piagetian preschool and half attended a conventional preschool program. Evaluation measures used were the Peabody Picture Vocabulary Test, the RAVEN Coloured Progressive Matrices, and eight representative Piagetian tasks on seriation, classification, transitivity, conservation, measurement, and class inclusion. Normative longitudinal and cross-sectional analyses were used to examine data within the general area of the acquisition of cognitive abilities; within-stage intraindividual performance correspondences, developmental sequences in task performances, experimental/control group comparisons, and sex differences in task performance. The results suggested that although Piagetian theory provided a very workable and stimulating foundation for a preschool curriculum, program effects in this research were overshadowed by the large degree of individual variation in the rate and sequence of cognitive developmental acquisitions in the preoperational stage. (JMB)
The Search for a Distinctly Piagetian Contribution to Education. Theoretical Paper No. 50 by Frank H Hooper( Book )

1 edition published in 1974 in English and held by 4 WorldCat member libraries worldwide

Attempts to apply Piagetian theory and research to educational settings are reviewed and evaluated. The fundamental assumptions of Piagetian theory are briefly summarized and the educational philosophy of Piaget is presented. Five representative early childhood education programs (as designed by Lavatelli, Weikart, Kamii, and DeVries, Furth and Wachs, and Bingham-Newman and Saunders) are described and related. Current criticisms of Piagetian theory and associated educational recommendations are reviewed and it is concluded that adopting a genuine Piagetian perspective conveys mixed blessings upon the aspirant educational innovator. The major valid principles which may be derived from the Piagetian system include: (1) an awareness of intellectual product/process distinctions, (2) a recognition of the crucial role of play activities, social interaction, and associated peer group processes, and (3) the essential stipulation of self-initiated active involvement as the primary determinant of intellectual development. The third principle provides the fundamental continuity between Piaget's views and the numerous open classroom and self-discovery learning approaches to educational innovation. (Author/CS)
A Longitudinal Analysis of Logical Reasoning Relationships Conservation and Transitive Inference. Technical Report No. 380 by Frank H Hooper( Book )

2 editions published in 1976 in English and held by 3 WorldCat member libraries worldwide

Kindergarten and third grade children originally assessed in 1973 were retested one year later on a series of conservation and transitive inference tasks (length and weight content areas). An additional sample of matched cohort/grade subjects was assessed in the second year only to permit evaluation of repeat measurement biases for the longitudinal sample. Results indicated a lack of presentation order, slelctive survival, repeated measurement, sex, and content area significant main effects or interactions. Analyses of the longitudinal sample subjects' conservation task performances over the annual interval indicated significant grade-level distinctions, year one versus year two differences, and type of conservation distinctions. Identity conservation scores were consistently superior to equivalence conservation scores and this superiority was most notable for the younger subjects. Transitive inference tasks were significantly less difficult than equivalence conservation tasks. Most importantly, evidence for a developmental mastery sequence (transitivity to conservation) was demonstrated. Pass/fail comparisons indicated a lack of regression effects and greater growth for the conservation abilities as contrasted with transitivity task mastery. Identity/equivalence conservation task distinctions were most apparent for the without verbal justification response criterion. Implications for the general concept of the Piagetian concrete operations stage were discussed. (Author/BW)
Piaget's conservation tasks : the logical and developmental priority of identity conservation by Frank H Hooper( )

4 editions published in 1967 in English and held by 3 WorldCat member libraries worldwide

Description and rationale for a longitudinal assessment of children's cognitive development and concept learning by Frank H Hooper( Book )

2 editions published in 1973 in English and held by 3 WorldCat member libraries worldwide

 
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Audience level: 0.45 (from 0.36 for Logical th ... to 0.87 for Piaget's c ...)

Children's play in diverse cultures
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Alternative Names
Hooper, F. H.

Hooper, F. H. (Frank H.)

Languages
English (78)

German (1)