ERIC Number: ED307779
Record Type: RIE
Publication Date: 1988-Mar
Reference Count: N/A
The Cognitive Roots of Scientific and Mathematical Ability and Discussant Reaction: Alternative Representations: A Key to Academic Talent?
Perkins, D. N.; Simmons, Rebecca
This paper examines the cognitive structures and processes that mediate mathematical and scientific ability. Ability is divided into achieved abilities and precursor abilities. Identified concepts in the area of achieved ability include expertise, understanding, and problem-solving. Other abilities can be seen as precursors to such achieved abilities, and can offer some prediction and explanation of why those achievements came about. Candidate precursor abilities include general intelligence, multiple intelligences, the triarchic theory of intelligence, and developmental level. Implications for educational practice and research are discussed, focusing on selection of talent and instructional practice. Ruth Day offers a reaction to the paper, titled "Alternative Representations: A Key to Academic Talent?." The reaction paper describes research which found that speed and accuracy in learning can be affected by the method used to represent concepts in learning, such as two-dimensional forms of three-dimensional molecules, computer cells, and computerized text editing commands. Edward Zigler offers another view in "Cognitive Theory of Academic Talent," which discusses the importance of the social and biological context of cognitive development, rate of cognitive development, creativity versus intelligence, motivation, competitiveness, etc. (JDD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Note: In: Dreyden, Julia I. Ed.; And Others. Developing Talent in Mathematics, Science and Technology: A Conference on Academic Talent (Durham, North Carolina, March 28-30, 1988); see EC 220 285.