Theoretical analysis of two idealized discrimination situations show that certain assumptions of habit strength development need not result in differentiated predictions for the performance of two drive-level groups when the numbers of occurences of responses are equated. (Author)

This study demonstrates that, given the assumption that the child does have some understanding of both height and amount, many nonconservers do give correct reversal judgments for both. Also, reversibility data from this study do not support the theory that a new stage appears when water conservation judgments appear. (Author/ED)

Several epistemic formulations have been advanced to explain cognitive development. Many writers have divided the field of psychology into three basic underlying models: the mechanistic, organismic, and dialectic models. An examination of epistemic positions reveals five broadly defined positions on how behavior develops within a given organism.…

Noting that--although explicit attention to the unconscious has been rare in argument theories--the notion is unavoidable in any full theory, this paper argues that the unconscious plays a central role in argumentation. After briefly discussing the characteristics of the unconscious, the first section of the paper presents an analysis of…

After introducing Madeline Hunter's lesson planning and teacher supervision model, this paper examines the scientific claims made for the model and provides a philosophical critique based on John Dewey's observations about teaching and learning. Although Hunter claims her model is research-based, the paper finds little evidence to support this…

This report addresses how the influence of cognitive science is developing and what future directions it may take as a theory of instruction. The discussion of the recurrent findings and the prevalent themes emerging in cognitive science includes: limited-capacity learners; the role of prior knowledge in learning--schema theories of reading and…

The ability of 616 students (grades 4-9) to apply the ratio concept in a simple measurement and prediction task was investigated. Responses were classified into 11 categories. Results showed those not using proportional reasoning had access to alternate procedures that reflected individual cognitive style rather than Piagetian developmental level.…

Instead of attempting to manufacture assembly-like solutions to educational problems, it is necessary to search for, study, and capitalize on the natural potential and growth facilitating capabilities of good teachers and good classrooms that already exist. (EH)

This article discusses cognitive development as a primary educational objective and focuses on three cognitive processes: the prepared mind, the attending mind, and the processing mind. (PD)

Psychological research indicates that rote learning involves a good deal of what is commonly called conceptualizing, and conceptual learning demands a large amount of what is often considered rote repetition. (HMD)

Excerpt of a PhD dissertation submitted to the New York University School of Education