Maintains that one future direction for cognitive development research involves a closer integration with knowledge about the developing brain. Presents a framework for analyzing and interpreting postnatal functional brain development. Discusses three contributing hypotheses, within which a variety of phenomena associated with the neural basis of…

Examines the meaning of reaction time (RT) and the possibility that it may predict other cognitive and motor skills in the first year of life. Considers two competing models that specify the information-processing components underlying RT performance. Describes the neural data needed to definitively choose between the models and considers…

Understanding the connections between students' levels of intellectual development, their view of the nature of knowledge, and their developing argumentative writing skills is central to helping students learn to write good argumentation. The first researcher to develop a model of intellectual development among college students was William Perry…

The failure of compensatory education programs to demonstrate permanent increases in intelligence with early intervention has constituted a basic challenge to the validity of the early experience paradigm. A reconceptualization of the effects of early experience, emphasizing the cumulative and dialectical nature of development, is needed. (KH)

Offers a theoretical account of moral rationality within a rational constructivist paradigm examining the nature and relationship of rationality and reasoning. Suggests progressive changes through developmental levels of moral rationality. Proposes a developmental moral epistemology that accommodates moral pluralism to a greater degree than does…

Suggests that constructivist rationality may be more pervasive across cultures than Moshman commits to. Proposes that rationality is not always adequate, and there is a need for essentially moral labor, such as differentiating moral from nonmoral or analyzing differing moral constructs and their potential coexistence, coordination, and structural…

Describes instructional design as a high-level thinking process to provide more information on the way instructional design is learned and actually practiced. Topics discussed include cognitive psychology, design models, planning, schema theory, development of expertise, metacognition, problem solving, and implications for training and future…

A major focus in all areas of education today is the impact of education on students' ability to use higher order thinking skills. Understanding and improving the knowledge, cognitive abilities, and dispositions that guide, organize, and form effective action in the workplace, home, and community are significant problems for vocational education.…

There is strong interest in strategy instruction and in conducting research on the topic, with many researchers developing strategy interventions for both normal and learning disabled populations. Experiment design has become both methodologically sound and conceptually convincing. A comprehensive research program requiring both laboratory and…

Calls for a process-oriented approach to study of categorization in infancy. Maintains that further understanding of infant categorization and its changes with development requires a more direct assessment of infants' category formation. Argues that two research directions will enhance understanding of categorization: (1) contextual variations on…

Describes theory and a research program that uses guided reflection to promote the development of mentor teachers. Significant findings from a quasi-experimental study and a replication study are presented. The paper can assist teacher educators, policymakers, and school personnel who are searching for a teacher induction model. (GLR)

Personal responsibility has long been considered an important component in self-directed learning. And yet, a theoretical understanding of personal responsibility that could lead to meaningful instrumentation has eluded the field. The present study considers the merits of the Triangle Model of Responsibility (TMR) (Schlenker, Britt, Pennington,…

This set of five reports and one manual is a product of the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia Follow Through Program. Based on Piagetian theory, the MAP provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge children in…

The need to associate bilingual-bicultural learning environments with the development of multidimensional cognitive processes is one of the issues discussed in this paper. Bilingual education is envisioned in terms of affecting a dramatic and progressive trend in the cognitive growth of children. The principal developmental gains found in many…