Neo‐piagetian predictors of achievement in physical science

This article examines the predictive value of the cognitive variables of developmental level, mental capacity, cognitive style, short‐term storage space, and numerical inductive reasoning for student achievement in college science. Achievement was analyzed for each of the categories of pure recall, computational, complex items, and total score of a midterm exam as well as for the composite score on a final exam. The sample for this study consisted of a class of 32 nonscience majors enrolled in Physical Science I at the University of Southern Mississippi. The results showed that developmental level was the single best predictor of achievement. Short‐term storage space and mental capacity were significant predictors of achievement for computational and complex items, but, as expected from theoretical considerations, not for pure recall items. The degree of field dependence did not well predict performance on pure recall or computational items. The results also indicate that mental capacity and field dependence do not contribute significantly to the variance if developmental level is held constant. The pattern of the predictive power of numerical inductive reasoning parallels, in magnitude, that of mental capacity. The results of this study and its implications indicate that the construct of short‐term storage space has great potential to guide classroom practice and the development of instructional materials. A strategy is outlined that would guide curriculum planners and classroom teachers in the development of materials which would allow students to develop complex problem‐solving behaviors.