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This volume is based on papers presented at the 30th Carnegie
Mellon Symposium on Cognition. This particular symposium was
conceived in reference to the 1974 symposium entitled Cognition and
Instruction. In the 25 years since that symposium, reciprocal
relationships have been forged between psychology and education,
research and practice, and laboratory and classroom learning
contexts. Synergistic advances in theories, empirical findings, and
instructional practice have been facilitated by the establishment
of new interdisciplinary journals, teacher education courses,
funding initiatives, and research institutes. So, with all of this
activity, where is the field of cognition and instruction? How much
progress has been made in 25 years? What remains to be done? This
volume proposes and illustrates some exciting and challenging
answers to these questions.
Chapters in this volume describe advances and challenges in four
areas, including development and instruction, teachers and
instructional strategies, tools for learning from instruction, and
social contexts of instruction and learning. Detailed analyses of
tasks, subjects' knowledge and processes, and the changes in
performance over time have led to new understanding of learners'
representations, their use of multiple strategies, and the
important role of metacognitive processes. New methods for
assessing and tracking the development and elaboration of knowledge
structures and processing strategies have yielded new
conceptualizations of the process of change. Detailed cognitive
analysis of expert teachers, as well as a direct focus on enhancing
teachers' cognitive models of learners and use of effective
instructional strategies, are other areas that have seen tremendous
growth and refinement in the past 25 years. Similarly, the strong
impact of curriculum materials and activities based on a thorough
cognitive analysis of the task has been extended to the use of
technological tools for learning, such as intelligent tutors and
complex computer based instructional interfaces. Both the shift to
conducting a significant portion of the cognition and instruction
research in real classrooms and the increased collaboration between
academics and educators have brought the role of the social context
to center stage.
Here, several leading experts in the area of cognitive science
summarize their current research programs, tracing Herbert A.
Simon's influence on their own work -- and on the field of
information processing at large. Topics covered include problem-
solving, imagery, reading, writing, memory, expertise, instruction,
and learning. Collectively, the chapters reveal a high degree of
coherence across the various specialized disciplines within
cognition -- a coherence largely attributable to the initial unity
in Simon's seminal and pioneering contributions.
First published in 1987. Routledge is an imprint of Taylor &
Francis, an informa company.
Originally published in 1976, the authors present a theory of
cognitive development based upon an information-processing
approach. This approach leads to the presentation of precise models
of performance on a number of tasks derived from a set of critical
quantitative concepts: elementary quantification, number concepts,
conservation and transitivity. These models encompass both early
and late developmental stages, and a process model of the
developmental mechanism itself is outlined. Here is one of the
first attempts to apply the information-processing view of
cognitive psychology to developmental issues raised by empirical
work in the Piagetian tradition. It includes an extensive analysis
of the processing demands of several of the classic tasks and
describes the development of a system capable of performing a wide
range of other tasks, including the ability to be self-modifying.
It provides an introduction to general concepts and detailed
properties of cognitive models stated as production systems. It
will be most valuable for students in cognitive development and
related courses in developmental, cognitive, and educational
psychology, as well as computer science.
Originally published in 1976, the authors present a theory of
cognitive development based upon an information-processing
approach. This approach leads to the presentation of precise models
of performance on a number of tasks derived from a set of critical
quantitative concepts: elementary quantification, number concepts,
conservation and transitivity. These models encompass both early
and late developmental stages, and a process model of the
developmental mechanism itself is outlined. Here is one of the
first attempts to apply the information-processing view of
cognitive psychology to developmental issues raised by empirical
work in the Piagetian tradition. It includes an extensive analysis
of the processing demands of several of the classic tasks and
describes the development of a system capable of performing a wide
range of other tasks, including the ability to be self-modifying.
It provides an introduction to general concepts and detailed
properties of cognitive models stated as production systems. It
will be most valuable for students in cognitive development and
related courses in developmental, cognitive, and educational
psychology, as well as computer science.
This volume is based on papers presented at the 30th Carnegie
Mellon Symposium on Cognition. This particular symposium was
conceived in reference to the 1974 symposium entitled Cognition and
Instruction. In the 25 years since that symposium, reciprocal
relationships have been forged between psychology and education,
research and practice, and laboratory and classroom learning
contexts. Synergistic advances in theories, empirical findings, and
instructional practice have been facilitated by the establishment
of new interdisciplinary journals, teacher education courses,
funding initiatives, and research institutes. So, with all of this
activity, where is the field of cognition and instruction? How much
progress has been made in 25 years? What remains to be done? This
volume proposes and illustrates some exciting and challenging
answers to these questions.
Chapters in this volume describe advances and challenges in four
areas, including development and instruction, teachers and
instructional strategies, tools for learning from instruction, and
social contexts of instruction and learning. Detailed analyses of
tasks, subjects' knowledge and processes, and the changes in
performance over time have led to new understanding of learners'
representations, their use of multiple strategies, and the
important role of metacognitive processes. New methods for
assessing and tracking the development and elaboration of knowledge
structures and processing strategies have yielded new
conceptualizations of the process of change. Detailed cognitive
analysis of expert teachers, as well as a direct focus on enhancing
teachers' cognitive models of learners and use of effective
instructional strategies, are other areas that have seen tremendous
growth and refinement in the past 25 years. Similarly, the strong
impact of curriculum materials and activities based on a thorough
cognitive analysis of the task has been extended to the use of
technological tools for learning, such as intelligent tutors and
complex computer based instructional interfaces. Both the shift to
conducting a significant portion of the cognition and instruction
research in real classrooms and the increased collaboration between
academics and educators have brought the role of the social context
to center stage.
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