Examines the articulation of theoretical issues in learning that is taking place through studies of instruction that are grounded in descriptions of competence. Discusses programs for the acquisition of proceduralized knowledge, the development of self-regulatory strategies, and the structuring of knowledge for problem solving. (JS)

This paper concentrates on cognitive psychological research on school subjects using as illustration work in reading, mathematics, and aptitude for learning. In general, the work in reading research can be characterized in terms of three themes: (1) comprehension as the construction of knowledge; (2) the structure of text; and (3) reading as the…

Proposes to show how certain developments in psychology have influenced present educational methods, and how recent work in learning theory strongly suggests new directions for educational research and practice. (DM)

There is a growing interaction between psychology and education, toward basic research and toward realistic educational events. This is being accompanied by a movement toward equity in education involving the creation of environments for learning that are more adaptive to individual needs than schools generally provide at the present time.…

Evaluative comments from one participant in the June 1976 Pittsburgh conference on the theory and practice of beginning reading are presented in this paper. Discussion centers on curriculum analyses, testing practices, teaching practices, units of analysis that are required for reading research, learning characteristics, stages of reading…

Examines methods by which test researchers and practitioners might respond to social and educational demands. Reports on the research which examines human cognition and development. Suggests that understanding how these abilities are acquired can facilitate their acquisition. Proposes a research agenda to redress social problems concerning testing…

Forms of reasoning and problem solving required of students by innovative assessment projects in science are examined. The initial phase identified activities and school systems where new forms of science assessment were being piloted. The following are general dimensions of performance that were identified: (1) structured, integrated knowledge;…

This volume describes the program plans for the Learning Research and Development Center at the University of Pittsburgh for 1970. The report briefly surveys the long-term objectives of each program and describes in detail the specific plans for accomplishing each project within the programs for the next contract year. (1) The basic learning…

In this paper the author attempts to show how certain developments in psychology have influenced present educational methods, and to show further how recent work in learning theory, developmental psychology, and psychometrics strongly suggests new directions for educational research and practice. This theme is discussed in the context of a central…

A major focus of the psychology of instruction is understanding and facilitating the changes in cognition and performance that occur as an individual moves from low to higher competence in a domain of knowledge and skill. A new program of research which examines the initial state of the learner as a component of this transition in competence is…

This paper begins with the discussion of how certain developments in psychology have influenced present educational methods, and how recent work in learning theory, developmental psychology, and psychometrics strongly suggests new directions for educational research and practice. This theme is discussed in the context of a central problem in…

This paper examines the implications of recent theory and research in cognitive psychology for the understanding and assessment of intelligence. Three major themes are developed. The first has to do with how changes in the social and educational climate for testing can influence the conception of intellectual compentence and the technology of…

This paper provides an overview of the cognitive process analysis of tasks used to measure aptitude and intelligence. As an illustration of this approach, performance on inductive reasoning tasks such as series extrapolation and analogy problems is considered in terms of the factors that contribute to item difficulty and individual differences in…

The pamphlet reviews cognitive and developmental psychology research in which skilled and less skilled performance patterns and mechanisms have been compared. Knowledge has been described, in theory, in terms of an associative network in which concepts are represented as the nodes of the net, and relations between concepts serve as associative…

Changing educational practices require changes in our theories and techniques of evaluation. Three forces of change are: (1) The emphasis on cognitive development in the disciplines; (2) the continuity of education over the span of life; and (3) the adaptation of instruction to individual requirements. These influences dictate a form to which…