Effects on learning of most principal independent variables can be generalized within, but not between, five different categories: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. Psychological research has been and continues to be well-served by this categorization. (GC)

Examines the development of metaphor by using structure-mapping theory to make distinctions among kinds of metaphors. Proposes that children can understand metaphors based on shared object attributes before those based on shared relational structure. Results indicate a developmental shift toward focus on relational structure in metaphor…

Argues that reasoning is not governed by mental logic or models. Proposes new operational semantic theory, in which reasoning is based on children's operational understanding of key terms in a given problem. Reports results of a study of class inclusion in which dramatic differences in performance were found as the result of linguistic context.…

A study used structure mapping theory to examine the claim that children can understand metaphors based on shared object attributes before understanding those based on shared relational structure. The three kinds of metaphor used in the study varied in whether the shared information forming the basis for the interpretation was attributional,…

Draws on recent work leading to new conceptions of learning, induction, transfer, and strategy acquisition. Contends learning is no longer simply the acquisition of behaviors, but also includes storing knowledge about relations in the world, and acquiring structural representations and mental models. Sees learning and the growth of processing…

The pursuit of a science of mind has been marked by persistent conceptual tension. At one pole, exemplified by Piaget, the mind is characterized in terms of overarching principles. At the other end of the continuum, theory is more concerned with modeling particulars, as represented by the information processing model. This paper explores the…

Examines whether young children make explicit references to beliefs, ideas, thoughts, and intentions. Relates that three-year-old children correctly distinguish between real and mental items and that they think and dream about things that are not real. Concludes that conceptual development theories portraying early development as concrete and…

This article suggests that it is important to examine how constructivism-in-practice can flourish or flounder according to a variety of influences, noting the importance of outlining the challenges teachers face in understanding and implementing constructivism in classrooms. The article characterizes four major challenges faced by teachers in…

An analysis of children's narrative composition and art revealed concurrent development at both a general structural level and at a fine-grained detail level. A three-part study investigated whether this general cognitive pattern would be maintained across a different range of tasks: literary composition, scientific reasoning, and working memory.…

Presents a concise introduction and overview of "constructivism." Constructivists assert that knowledge is constructed by individuals; constructivists advocate classroom procedures that encourage students to identify the subjectivity and biases of existing interpretations and to arrive at their own conclusions. Examines four hypothetical teacher…