An examination of cognitive development with implications for teaching and curriculum construction. (HS)

Presents a basic examination of non-physical mental acts as educational objectives. (Author)

Five modes and strategies for improving cognition in reading are discussed. As defined by the author, cignition concerns recognition of knowledge and development of intellectual skills and abilities. The five points discussed are: (1) cognitive skills can be arranged in a hierarchy; (2) to teach students at or near the apex of the hierarchy,…

Schools have been paying too much attention to intellect alone, ignoring the total development of the student as a whole. Bloom's Taxonomy of Educational Objectives in the cognitive domain categorizes knowledge into knowledge of specifics, knowledge of ways and means of dealing with specifics, and knowledge of the universals and abstractions in a…

How can children, disadvantaged as well as middle-class, be taught cognitive skills through the medium of television? This is the question Richard Polsky addresses in describing the planning and early development (1966-1968) of the Children's Television Workshop. An examination of the period prior to the public announcement of the project tells…

The nature and specification of goals in teaching a group of concepts affect the type and quality of learning. What is learned is learned as a means to some end. Feedback from end to means regulates learning a given activity. The task or goal structure provided by the environment may play its most important role early in life and gradually decline…

Various student development theorists have postulated that the collegiate experience is a strong contributor toward cognitive development in college students. This essay examines Kitchener and King's (1981, 1985) reflective judgment model of cognitive development as both a metacognitive exercise and as a particular skill. The development of…

This three-part report discusses the concept of intelligence and its importance for educators. Part 1 considers the basic question of what intelligence is. Part 2 discusses the implications of notions of intelligence for schooling, dealing with both the training of content knowledge and the training of intellectual skills. Each of these first two…