TY - JOUR
AU - Hill, Kim Quaile
AB - THE DEVELOPMENT OF PO Ll JICA L 0 R/EN.TA TIONS A Partial Test of a Cognitive-Developmental Hypothesis KENNETH R. MLADENKA Department of Political Science University of Virginia at Charlottesville KIM QUAILE HILL Department of Political Science University of Houston at Clear Lake City To date, most political socialization research has emphasized content. We agree with Richard Merelman (197 1 : 1033) that these efforts “share a preoccupation with preferences and feelings; investigators rarely consider modes of political perception and cognition.” In addition, this research gener- ally assumes an environmental learning rather than a cogni- tive-developmental model. The relevant variables in the former conceptualization include race, sex, socioeconomic status, intelligence, mass media, family, school, and so on. Age of the respondents, while not ignored, is relegated to a position of minor importance. Most importantly, it is assumed that the content of learning is largely complete by the eighth grade (Hess and Torney, 1967; Easton and Dennis, 1969). The developmental theorists, on the other hand, emphasize a hierarchy of increasingly differentiated and integrated stages of cognitive development; from the con- crete-operational to the formal-operational (Kohlberg and AUTHORS’ NOTE: The aiitltors ivisk to thank E. Larry Dickens, David Brady, arid an anoiiynious 
TI - The Development of Political Orientations A Partial Test of a Cognitive-Developmental Hypothesis
JF - Youth & Society
DO - 10.1177/0044118X7500700202
DA - 1975-12-01
UR - https://www.deepdyve.com/lp/sage/the-development-of-political-orientations-a-partial-test-of-a-0YBlAD29Ei
SP - 130
EP - 147
VL - 7
IS - 2
DP - DeepDyve
ER -