American Psychologist · 1984 · 127 citations · 0 references
EducationEducational PsychologyInstructionCognitive DevelopmentCognitive PsychologyPedagogyProblem SolvingProblem-solving StrategiesReasoning DevelopmentSkill AcquisitionCognitive Skill DevelopmentCognitive SkillsDomain Knowledge AcquisitionHigher-order KnowledgeHigher-order Thinking SkillsHuman IntelligenceProblem-solving AbilityProblem-solving Development
Psychological science is increasingly understanding human thinking and problem‑solving, and this review examines how past theories and current programs for improving reasoning and related learning abilities fit within contemporary cognitive, developmental, and intelligence research. The report investigates how this growing understanding can inform instructional practices to foster higher‑order thinking and proposes strategies for developing thinking abilities alongside knowledge and skill acquisition. It discusses how past theories of thinking guide teaching, describes current programs that enhance reasoning and problem‑solving, and examines the interaction between developing problem‑solving skills and acquiring domain‑specific knowledge structures, offering suggestions for integrating thinking development into knowledge learning.
Abstract : Psychological science is obtaining increased understanding of the nature of human thinking and problem solving. This report addresses the question of how this understanding contributes to instructional practices that might foster these higher order abilities. A brief discussion of the implications of past theories for the teaching of thinking introduces a description of a sample of current programs for improving reasoning and problem-solving skills and related learning abilities. These efforts are then considered in the light of current theory and findigns in cognitive science, developmental psychology, and the study of human intelligence. The interaction between the development of problem-solving and learning skills and the acquisition of structures of domain- specific knowledge is discussed. Suggestions are made for developing thinking abilities in the context of the acquisition of knowledge and skill.