Citation

Okwumabua JO, Okwumabua TM, Hayes A, Stovall K. J. Prim. Prev. 1994; 14(4): 279-287.

Affiliation

Department of Health, College of Education, Memphis State University, Memphis, TN 38152, United States

Copyright

(Copyright © 1994, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

unavailable

Abstract

The study examines children's stage of cognitive development in relation to their patterns of health decision-making, including their cognitive capabilities in integrating the sequential stages of the decision-making process. A sample of 81 male (N = 33) and female (N = 48) students were drawn from two urban public schools in West Tennessee. All participants in the study were of African-American descent. The Centers for Disease Control Decision-Making Instrument was used to assess students' decision-making as well as their understanding of the decision-making process. The children's cognitive level was determined by their performance on three Piagetian conservation tasks. Findings revealed that both the preoperational and concrete operational children performed significantly below the formal operational children in terms of total correct responses to the decision- making scenarios. Error type analyses indicated that the preoperational children made more errors involving 'skipped step' than did either the concrete or formal operational children. There were no significant differences between children's level of cognitive development and any other error type. Implications for health promotion and disease prevention programs among prevention practitioners who work regularly with children are discussed.

Language: en