Cognitive developmental differences by class level and gender

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dc.contributor.advisor Dixon, David N. en_US
dc.contributor.author Kenny, Michael J. en_US
dc.date.accessioned 2011-06-03T19:36:34Z
dc.date.available 2011-06-03T19:36:34Z
dc.date.created 1994 en_US
dc.date.issued 1994
dc.identifier LD2489.Z72 1994 .K46 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/184850
dc.description.abstract The purpose of this study was to determine if the present college experience and curriculum fosters cognitive development through graduate school. This thesis also assessed whether any gender differences exist between males and females. The assessment of cognitive ability was undertaken by two distinct instruments. One instrument measured this ability objectively and the other in a more subjective manner. A total of 110 students completed the two measures and these were students covering all four undergraduate levels and also master's and doctoral students. The results of the study suggest that the graduate school curriculum may foster cognitive growth. There were some gender differences with the females performing at a higher level on the subjective instrument. The findings of this study could be used to improve current curriculum by implementing more critical thinking courses.
dc.description.sponsorship Department of Counseling Psychology and Guidance Services
dc.format.extent vi, 41 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh College students -- Psychological testing. en_US
dc.subject.lcsh Developmental psychology. en_US
dc.subject.lcsh Cognition. en_US
dc.subject.lcsh Sex differences (Psychology) en_US
dc.title Cognitive developmental differences by class level and gender en_US
dc.description.degree Thesis (M.A.)
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/902493 en_US


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  • Master's Theses [5358]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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