1st Edition

Thinking and Learning Skills Volume 1: Relating Instruction To Research

Edited By J. W Segal, S. F. Chipman, R. Glaser Copyright 1985

    First Published in 1985. This is Volume 1 on Relating Instruction to Research borne from a conference that took place at the Learning Research and Development Center (LRDC) of the University of Pittsburgh, one of the major research and development centers The chapters are structured into sections on cognitive skills into three groups: intelligence and reasoning, knowledge acquisition, and problem solving. Each chapter in these volumes was especially requested to fulfill a particular function.

    Higher Cognitive Goals for Education: An Introduction; Introduction to Volume 1: Approaches to Instruction Program Presentations and Analyses Intelligence and Reasoning 1. Instrumental Enrichment, An Intervention Program for Structural Cognitive Modifiability: Theory and Practice 2. Thinking Skills Fostered by Philosophy for Children 3. Teaching Analytic Reasoning Skills Through Pair Problem Solving 4. Analysis—Improving Thinking and Learning Skills: An Analysis of Three Approaches Knowledge Acquisition 5. Learning Strategy Research 6. Learning Strategies: The How of Learning 7. Teaching Cognitive Strategies and Text Structures Within Language Arts Programs 8. Developing Reading and Thinking Skills in Content Areas 9. Analysis—Acquiring Information from Texts: An Analysis of Four Approaches Problem Solving 10. The CoRT Thinking Program 11. Strategic Thinking and the Fear of Failure 12. Analysis—Instruction in General Problem-Solving Skills: An Analysis of Four Approaches Educators 9 Experience 13. A Practitioner’s Perspective on The Chicago Mastery Learning Reading Program with Learning Strategies 14. Making Choices: It Ought to be Carefully Taught 15. Teaching Problem Solving to Developmental Adults: A Pilot Project 16. Thinking Skills: The Effort of One Public School System 17. The Development of Human Intelligence: The Venezuelan Case


    Edited by: Judith W. Segal and Susan F. Chipman National Institute of Education; Robert Glaser University of Pittsburgh.