"Teaching, Learning and Psychology" offers comprehensive coverage of contemporary psychological issues and new directions in education. With its focus on the non-deficit nature of human behaviours and positive psychology, the book emphasises the importance of appropriate pedagogical practices for effective learning. Comprehensive and…

Lev Vygotsky is no doubt one of the leading educational theorists in history. His theories have been used to guide teaching and learning in public school classrooms for over a century. Vygotsky was considered to be one of the most creative psychologists of the twentieth century. This article covers a brief accounting of his birth, life…

Relational thinking plays a central role in human cognition. However, it is not known how children and adults acquire relational concepts and come to represent them in a form that is useful for the purposes of relational thinking (i.e., as structures that can be dynamically bound to arguments). The authors present a theory of how a psychologically…

The double-deficit hypothesis (DDH) of developmental dyslexia was investigated in seven to twelve year old Spanish children. It was observed that the double deficit (DD) group had the greatest difficulty with reading.

S. Ghetti (2008) and M. L. Howe (2008) presented probative ideas for future research that will deepen scientific understanding of developmental reversals on false memory and establish boundary conditions for these counterintuitive patterns. Ghetti extended the purview of current theoretical principles by formulating hypotheses about how…

Malcolm Knowles laments the paucity of "thinking, investigating, and writing about adult learning" in the opening sentence of his theoretical framework of "Andragogy" (1998, p. 35). Knowles' central argument is that we learn differently as adults from how we learn as children, so we should tailor adult education accordingly. Knowles highlighted…

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

Jean Piaget's theories about the development of intelligence and their implications for educational practice are explored. Before Piaget began studying the intellectual processes of children, researchers regarded them as "little adults." He derived his early fame from his theory of the "cognitive stages" of childhood. He…

Discusses Jean Piaget's information-processing model of cognitive development. (FL)

Discussed is the alternative to universal primary education' proposed at the Bellagio Conference on Education and Development, May, 1971. (JB)

This response to a critique (EC 609 161) of the authors' original paper (EC 609 160) on cognitive strategies in children with mental retardation answers specific points raised and makes explicit the theoretical issues underlying their work, including the strategy deficiency hypothesis of mental retardation, developmental issues in strategy…

This document, published in India by the Regional College of Education, deals with 13 subjects: the tough context (thinking), definitions of concept, functions of concept, the process of concept formation, discriminant learning, mediation process, second signalling system, factors affecting concept formation, studies in concept formation, the…

Current research correlating brain growth and changes in electroencephalograph patterns with Piagetian periods of development does not warrant conclusions about educational planning, for cognitive development studies show no correlation between spurts and plateaus in brain growth and children's ability to learn new skills. (TE)

Piaget's early contribution to theorizing about play is discussed critically with reference to three major interrelated problems. These are: (1) that despite their equipotentiality in Piaget's theory of intelligence, imitation and play are not conceptualized as making an equal contribution to cognition, play taking a subordinate role; (2) that…

Discusses field dependence-independence from an information processing perspective. Topics discussed include field dependence theory, stages of information processing, developmental issues and implications, and future directions. The information reviewed indicates that field-independent individuals are more efficient than field-dependent…