The associative field as a diagnostic instrument in assessing the breadth of multi‐contextual concepts: the concept ‘development’

Abstract

A free‐association approach was used to identify the connotative meanings of the concept ‘development’ in respondents' cognitive structure. The study was carried out at three levels in schools (6th, 9th and 11th grades) and in comparison with groups of student‐teachers and teachers of biology. Analyses of subjects' association‐spectrum revealed a paucity of multi‐contextuality, indicating a non‐inclusive concept‐formation. The great majority of subjects' associations referred to biology only. This was especially so in first (when compared with residual) associations. A very large proportion of subjects did not differentiate between the concepts of ‘development’ and ‘growth’. Most biological associations of ‘development’ referred to ontogeny, with very few phylogenetical associations.