Directions for future research on goal theory are suggested. The need for greater specificity in construct definition and the possible contributions of constructivist perspectives on learning and instruction are considered. An investigation is proposed of the way social goals interact with mastery and performance goals. (Author/SLD)

An explanation is sought for the striking apparent failure of the interactions of intelligence and memory factors with socioeconomic status predicted by Jensen's Level I/Level II theory, in a study by Stankov, Horn and Roy (EJ 239 630). It is suggested that Level I ability is a category of narrower abilities involving rote learning and primary…

In this response, the authors dispel interpretation of their critical review of research on performance-approach goals as support for a dichotomous perspective of achievement goal theory. Challenges the suggestion that accepting recent research findings and adopting a multiple goals perspective constitutes a theoretical revision of the assumption…

Jensen's ideas about two levels of intellectual abilities are criticized as being oversimplified. More than two levels of intellectual abilities and relationships between variables reflecting more than racial and socioeconomic status (SES) differences are suggested, arguing that Jensen's statements about race and SES differences are not properly…

The emergence of cognitive approaches to instruction is traced, beginning with a historical analysis of the relationship between psychology and education, and continuing with an overview of learning as response acquisition, as knowledge acquisition, and as a knowledge construction. Examples of progress in cognition and instruction are provided.…