Improving the parent-child relationship by using strategies based on social learning theory has become the cornerstone for the treatment of conduct problems in children. Over the past 40 years, interventions have expanded greatly from small, experimental procedures to substantial, systematic programmes that provide clear guidelines in detailed…

An expansion of three lectures on schema theory given at the University of Alberta as part of the MacEachran Memorial Lecture Series, this book is intended for students and researchers interested in the schemata that organize knowledge of stories, events, and scenes, and to serve as an introduction to the elements of schema theory and the…

The role of mental discipline theory in the history of mathematics education is considered. The author argues that we now remember mental discipline theory only as a caricature of what it was; moreover, it persists among both teachers and researchers. (MNS)

The world presented to our senses is essentially continuous in space and time. The simplest observations of children have shown that we are not born with ways of "breaking up" the world. The structures of our knowledge must be developed, and the major issue this paper considers is how those structures develop. The discussion focuses on Jean…

Assails schools for rushing into the thinking skills approach without examining advances in cognitive science, artificial intelligence, neuropsychology, and other brain-related disciplines. Blames the classroom situation itself for forcing teachers into counterproductive, direct teaching methods that don't work. Asserts the need for…

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

Discusses prevailing ideas of how children learn language and addresses the argument of rules versus analogies in learning to form the past tense of verbs. Cites cases involving connectionist models. (ML)

Discussed are: (1) cognitive learning theory; (2) the learning of mathematics; (3) implications of learning research and theory; and (4) implications for instruction. A major theme is that at the present time even the most basic skills of general usefulness are not being learned by a large proportion of students. (MP)

Briefly summarizes recent advancements in information processing psychology, particularly work related to the representation of knowledge stored in long-term memory. Illustrates through example the educational possibilities yet to be derived from the study of cognition. (Author/MLF)

This paper describes a teacher preparation instructional unit on the "Structure of Knowledge" that was designed to help students learn to think like Jerome Bruner and David Ausubel rather than merely acquire knowledge about them, while simultaneously improving students' thinking skills. The unit used Sternberg's triarchic theory to…

This discussion is primarily designed to increase teachers' awareness of Piaget's theory of cognitive development and implications for mathematics in the middle school. It is hoped such awareness will compel instructors to adopt strategies that help pupils gain more from mathematical experiences, by providing impetus for innovation and…

Discusses four aspects of listening comprehension citing supportive research: (1) what is involved in listening comprehension, (2) whether it be taught, (3) how it is related to reading comprehension, and (4) what other factors affect listening comprehension. Provides recommendations for teaching. (HTH)

Presents Ausubel's theory of learning and discusses its implication for teaching physics in the classroom and some of the theory's shortcomings. (HM)

Traces the relationship between human development and education through various philosophies. Explores differences in early forms of understanding, the goals of education, and the kinds of knowledge that specific fields require. Encourages a form of apprenticeship to provide students with a model for bridging the gap between scholastic and…

Critical thinking encompasses the recognition of significant problems within a particular knowledge domain, the ability to systematically evaluate data through the application of various schema, the ability to suspend personal evaluative biases, and the ability to construct, test, and communicate a final solution. Critical thinking is a skill…