In recent years, researchers have questioned the legitimacy of the so-called myth of learning styles and expressed confusion about exactly when and why the idea first emerged. This historical study traces the origin and emergence of the learning style idea. The author argues that the learning style idea originated in the 1960s as part of a broader…

This integrative text spotlights what educators need to know about children's cognitive development across grade levels (PreK-12) and content areas. The book provides a concise introduction to developmental neuroscience and theories of learning. Chapters on general cognitive abilities probe such crucial questions as what children are capable of…

Presents an overview of Pascual-Leone's Theory of Constructive Operators and discusses its implications for issues in developmental psychology. The author concludes that the theory may resolve several anomalies in cognitive- developmental and learning theory approaches to development. One potential problem, the objectivity of task analysis, is…

In his new book, Reuven Feuerstein explains the program he has developed to improve human ability to learn and to solve problems. (Author/MLF)

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…

The relationship between learning ability and intelligence has continually been a focus of theory and research. It is argued in this paper that the inconclusive results of studies relating individual differences variables such as intellectual abilities to learning are due to a too pragmatic, theoretical orientation. Theoretical models explicating…

Article discusses problems associated with promoting intellectual growth in adulthood. Defines characteristics of intelligent behavior as incorporating individual attainment of Resources, Intimacy, Competence, and Health (RICH). Presents the RICH theory as a way to define and address the goals of intelligent enhancement. (JDM)

This study attempted to determine if performance on Piagetian tasks can be predicted from Stanford-Binet mental age or IQ. Subjects were 143 children of bright, average, and retarded abilities as measured by performance on the Stanford-Binet Intelligence Test. Bright and average children were chronologically aged five to seven years; retarded…

The purpose of this study was to relate Piaget-type tests to Stanford-Binet Mental Age and IQ, to IQ on the California Test of Mental Maturity, and to performance on the Metropolitan Achievement Test. Subjects were 143 children of bright, average, and retarded psychometric abilities; bright and average children were chronologically aged five to…

Compares the Genevan and Cattell-Horn theories of intelligence and describes both similarities and differences. Describes a study investigating the relation of the Piagetian operative level to the child's ability to use crystallized solution procedures (aids) in making elementary numerical comparisons. (HOD)

THREE PSYCHOLOGICAL DISCIPLINES OFFER APPROACHES TO AN UNDERSTANDING OF INTELLIGENCE. AN ATTEMPT IS MADE TO UNCOVER THE COMMON FEATURES OF THE PSYCHOMETRIC SCHOOL, LEARNING, AND MENTAL DEVELOPMENT APPROACHES. A STRUCTURAL CONCEPT IS SELECTED FROM EACH PSYCHOLOGICAL DISCIPLINE FOR COMPARATIVE ANALYSIS--THE CONCEPT OF FACTOR FROM THE PSYCHOMETRIC…

Reviews the major contributions of Alfred Binet. Explains why the fame of the Binet-Simon Intelligence Scale was so long lasting whereas that of his other contributions was so fleeting. Discusses implications of his contributions for current efforts to formulate unified theories of cognition and cognitive development. (Author/GLR)

This paper provides for the elementary school teacher an introduction to the problem of mathematics readiness. The first part outlines the four developmental stages as seen by Piaget, and the manner in which schemata develop through the process of assimilation and accommodation. The second part consists of seven Piagetian tasks which a teacher may…

Three major views of intelligence are compared and evaluated: the psychometric, the Piagetian, and the information-processing. The educational implications of each view for training content knowledge and intellectual skills are considered. How each view would approach training students in solving verbal analogies is discussed. (Author/BS)