In this interview, Council member William Greenough discusses the need for rich, complex experiences combined with physical activity in early childhood to help build a strong foundation for learning. He explains how rich, complex experiences are necessary for the development of sound brain architecture, particularly during early childhood, but…

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…

Cognitive conflict has been used as an effective teaching method since the 1980s, although the effects of this method are unclear. According to some researchers, cognitive conflict does not consistently lead to conceptual change. This paper describes a study investigating answers for the questions, What is the definition of cognitive conflict in…

This chapter describes an inservice Professional Development (PD) program for introducing a cognitive acceleration course designed to enhance students' higher order thinking capabilities. Teaching for thinking requires a specialized set of understandings and techniques, and the standard PD program described here lasts for two years and includes…

This article describes an extensive literature review on metacognition which examined the problems and promise that metacognition presents to educators (e.g., why metacognition has not overcome school administrative barriers and why there has been no widespread utilization of learning techniques that have been proven successful). The article…

Describes a preschool program designed to correct problems at an early level in order to avoid the need for remediation later on. (GB)

This study suggests that the verbal facilitation effect is due to variations in verbal cues rather than to differences in pictorial cues. (ST)

The purpose of this paper is to clarify the role of developmental "stage" in theoretical treatments of career development. (Author)

Suggestions for improving the teaching of performance by actively involving the classroom audience. (CH)

Reviewed are research studies published in Eastern Europe evaluating the theories of P. Galperin regarding cognitive development in early childhood. (DB)

Discusses children's concept of number and number operations and describes activities which help to develop number concepts and skills. (JP)

Paper presents a two-fold operational partition of the structures involved in characterizing instructional knowledge. (Author)

Investigated developmental trends in part-whole perception. The effects of the whole on the perception of small parts was greater at the kindergarten level than at the 4th grade; and there was a change in the perception of the parts so that they came to look like the whole in shape. (DP)

Conservation in congenitally blind, blindfolded and sighted elementary school students indicated the order of acquisition of various types of conservation was constant. (ST)

Blacks and whites did not differ significantly on any of the cognitive scales between two and five and a half; between six and eight and a half, whites scored about one-half SD higher. Blacks scored significantly higher on Motor Scales at ages four-five, but there were no differences at other ages. (Author)