Grossberg's principles of neural modeling are reviewed and extended to provide a neural level theory to explain how analogies greatly increase the rate of learning and can make learning and retention possible. (PR)

The primary goal is to explain the theory, and further, to expand a scheme of instruction and classroom procedures that arise as a consequence of his theory. Whenever possible, these ideas will be put forth using examples in physics context in an effort to elucidate difficult ideas. (DF)

Offers a resolution to the debate between constructivists and realists regarding the epistemological status of human knowledge. Presents evidence in the form of three case studies and one experimental study. Concludes that knowledge acquisition involves a pattern idea generation and test that, when cast in the form of a verbal argument, follows an…

What, if anything, do teachers need to know about how the brain works to improve teaching and learning? After all, a plumber needs to know how to stop leaks--not the molecular structure of water. And one can learn how to use a computer without knowing how a computer chip works. Likewise, teachers need to know how to help students develop…

Investigated and confirmed is a correlation between grades awarded on the basis of students' ability to respond with higher-order cognitive processes in college biology classes and performance on Piagetian-type tasks, in which cognitive style dimension of field dependence-independence was assessed for each student. (CS)

Argues that the Piaget's epistemic subject is not supported by evidence and contains weaknesses. Concludes that the epistemic subject is dead and that continued acceptance of this aspect of Piagetian theory would be counterproductive. (PR)

Describes an investigation undertaken to evaluate whether or not the Purdue experimental program, through its concrete curricular materials and inquiry-oriented procedures, had been successful in promoting formal reasoning abilities in its students. Results indicated that concrete curricular materials and problems can promote the development of…

Reported is a study to assess the Piagetian level of performance of males and females on two manipulative tasks of concrete and formal reasoning abilities and a written examination of concrete and formal reasoning abilities. Sixty-two high school students, 31 males and 31 females, were randomly selected from a biology course at Delphi High School…

Presents the results of two Piagetian conservation tasks administered to high school students. It was found that not many were at the formal operations level. Similar evidence is presented for college students. Concludes that development of formal thought must be a focus of all teachers. (DF)

Three Piagetian tests of formal reasoning were administered to 65 high school biology students after half of this group had been exposed to a training session involving the control of variables. Among the results of this study was that the concrete operational students benefited more from the training session than did the formal operational…

Secondary science students were tested, using Piagetian tasks to determine their level of intellectual development, and then tested on scientific concepts classified as concrete or formal. Results showed significant multiple correlations between the scores on the tasks and the subject matter tests. (MLH)

Describes an investigation of 35 secondary school students to examine the relationship among scores on 10 Piagetian tasks used to assess levels of concrete and formal reasoning and problem solving abilities and scores on a standardized reading examination used to measure reading ability. (Author/GS)

One aspect of Jean Piaget's theory of intellectual development is presented and its implications for designing and using homework problems is discussed. Suggested is a way in which homework problems can be used to provide students an opportunity for self-regulation. Also discussed are the deficiencies of typical homework problems and examples are…

Describes steps involved in the construction of a 15-item test to measure formal reasoning in junior and senior high school students. From analysis, the author concludes that the test has face, convergent, and factorial validities. (CP)