{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-1502"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-1502","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"Cognitive development and the understanding of informed consent","abstract":"The informed consent process is an important criterion for all research studies. However, researchers rarely ask or even consider how many participants truly understand the informed consent information and their research rights. Currently, researchers base a participant’s ability to understand informed consent information and research rights on age. In the present study it was hypothesized that cognitive development is a predictor of ethical knowledge. Accordingly, it was argue d that a participant’s ability to understand informed consent and research rights should not be based on a participant’s age but instead on the participant’s cognitive development. Students at the University of Tennessee at Chattanooga completed the Inventory of Piaget’s Developmental Tasks and the Research Participants Bill of Rights measurement. Results demonstrated a positive correlation between cognitive development and ethical knowledge. Upon running a multiple regression, it was found that cognitive development is a predictor of ethical knowledge.","abstract_html":"The informed consent process is an important criterion for all research studies. However, researchers rarely ask or even consider how many participants truly understand the informed consent information and their research rights. Currently, researchers base a participant’s ability to understand informed consent information and research rights on age. In the present study it was hypothesized that cognitive development is a predictor of ethical knowledge. Accordingly, it was argue d that a participant’s ability to understand informed consent and research rights should not be based on a participant’s age but instead on the participant’s cognitive development. Students at the University of Tennessee at Chattanooga completed the Inventory of Piaget’s Developmental Tasks and the Research Participants Bill of Rights measurement. Results demonstrated a positive correlation between cognitive development and ethical knowledge. Upon running a multiple regression, it was found that cognitive development is a predictor of ethical knowledge.","abstract_has_math":false,"creators":["Pearse, Lindsey Elizabeth"],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Metzger, Richard L.","Weathington, Bart L.; Ourth, Lester Lynn","College of Arts and Sciences"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:46:28Z","subjects":[],"languages":["English","eng"],"rights":[],"rights_urls":["https://rightsstatements.org/page/InC/1.0/?language=en"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/362","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Metzger, Richard L.","Weathington, Bart L.; Ourth, Lester Lynn","College of Arts and Sciences"]},{"key":"dc:creator","label":"Author","values":["Pearse, Lindsey Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2008-12-01T08:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"]},{"key":"dc:relation","label":"Dc Relation","values":["Masters Theses and Doctoral Dissertations"]},{"key":"dc:type","label":"Dc Type","values":["Masters theses","Text"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://rightsstatements.org/page/InC/1.0/?language=en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.utc.edu/theses/362"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Dept. of Psychology","M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science."]},{"key":"dc:description.abstract","label":"Abstract","values":["The informed consent process is an important criterion for all research studies. However, researchers rarely ask or even consider how many participants truly understand the informed consent information and their research rights. Currently, researchers base a participant’s ability to understand informed consent information and research rights on age. In the present study it was hypothesized that cognitive development is a predictor of ethical knowledge. Accordingly, it was argue d that a participant’s ability to understand informed consent and research rights should not be based on a participant’s age but instead on the participant’s cognitive development. Students at the University of Tennessee at Chattanooga completed the Inventory of Piaget’s Developmental Tasks and the Research Participants Bill of Rights measurement. Results demonstrated a positive correlation between cognitive development and ethical knowledge. Upon running a multiple regression, it was found that cognitive development is a predictor of ethical knowledge."]},{"key":"dc:title","label":"Title","values":["Cognitive development and the understanding of informed consent"]}]}],"canonical_facts":{"dc:contributor":["Metzger, Richard L.","Weathington, Bart L.; Ourth, Lester Lynn","College of Arts and Sciences"],"dc:creator":["Pearse, Lindsey Elizabeth"],"dc:date":["2008-12-01T08:00:00Z"],"dc:description":["Dept. of Psychology","M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science."],"dc:description.abstract":["The informed consent process is an important criterion for all research studies. However, researchers rarely ask or even consider how many participants truly understand the informed consent information and their research rights. Currently, researchers base a participant’s ability to understand informed consent information and research rights on age. In the present study it was hypothesized that cognitive development is a predictor of ethical knowledge. Accordingly, it was argue d that a participant’s ability to understand informed consent and research rights should not be based on a participant’s age but instead on the participant’s cognitive development. Students at the University of Tennessee at Chattanooga completed the Inventory of Piaget’s Developmental Tasks and the Research Participants Bill of Rights measurement. Results demonstrated a positive correlation between cognitive development and ethical knowledge. Upon running a multiple regression, it was found that cognitive development is a predictor of ethical knowledge."],"dc:identifier":["https://scholar.utc.edu/theses/362"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["https://rightsstatements.org/page/InC/1.0/?language=en"],"dc:title":["Cognitive development and the understanding of informed consent"],"dc:type":["Masters theses","Text"]},"updated_at":"2026-07-24T05:46:28Z"}