Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…

Reconsiders interpretive and theory versions of children's theory of mind. Shows that many college students provide interpretive explanations on theory of mind tasks and that young children rely on background experientially-based knowledge to interpret such tasks. Argues that a logical-causal theory of human action based on mental states is a…

Responding to recent advances in developmental and cognitive science research on knowledge acquisition, this report presents a theoretical framework for analyzing cognitive development as a process of learning. The first section summarizes three developmental characteristics recognized in both the Piagetian and the quantita experimental tradition:…

Introduces the growing body of research on development of scientific reasoning skills, focusing on reasoning and problem-solving strategies used in experimentation and evidence evaluation. Maintains that current research examines strategy development and use in moderately complex domains to examine conditions under which subjects' theories…

The purpose of this paper is to review the relevant evidence concerning the relationship between knowledge and its effect on learning, with an end to answering the questions: (1) How important is knowledge to learning? and (2) How does the relative importance of knowledge change with development? The paper is divided into three main sections:…

This paper describes different approaches that have been used in research on reading, and reports on a study of reading comprehension in fourth-, sixth-, and eighth-grade students. Findings confirm that there are distinct age-related developmental levels in children's comprehension of literature. (PP)

Presents a framework for conceptualizing development of individual differences in reading ability that emphasizes the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. Uses the framework to explicate some persisting problems in the literature on reading disability and to conceptualize…

Reviews selected research on children's early formation of categories. Finds sophistication in how children group objects and think about those groupings. Notes findings related to type of grouping (thematic or taxonomic), multiple classifications, overgeneralization, the role of background knowledge on classification abilities, the…

Synthesizes research on reasoning development and studies of teaching in order to present an approach to teaching guided thinking. (SRT)

Research findings related to constructivism have been applied to development of the Equipped for the Future (EFF) Framework and Continuum of Performance, a multi-dimensional developmental description of performance serving as a foundation for EFF-based instruction and assessment of learner progress. Acquiring expertise is a complex developmental…

Discusses the use of new information technology in schools and reviews research on the psychology of learning and instruction. Highlights include a theory of expertise; individual differences in learning; the role of prior knowledge; social interaction and learning; transfer of cognitive skills; and designing computer-based learning environments.…

The literature on the extent to which knowledge, skills, and attitudes learned in one area transfer to another was reviewed for the purpose of identifying issues that policymakers and providers of vocational education should consider when planning programs to prepare students for further education and life. The review focused on the following…