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See Richard E.Mayer, ‘Information Processing Variables in Learning to Solve Problems’, Review of Educational Research, (Fall 1975), Vol 45, No. 4, pp. 525–541. Mayer describes the one-stage model as proposing that: 1) the outcome of learning can be evaluated in a quantitative way in order to determine how much of the material presented is remembered; 2) that the main internal processing variable is the learner's attention; and 3) that the external instructional variables influencing ‘how much’ material reaches memory are the traditional verbal learning experiment variables: length and rate of presentation, number of repetitions, admonition to pay attention, etc. He goes on to propose a two-stage and a three-stage model. In the latter learning is susceptible to both quantitative and qualitative evaluation and learning is seen to be a function not only of how much information is received but also of its interaction with and activation of existing knowledge.
See Raymond E.Callahan, ‘Education and the Cult of Efficiency’, The University of Chicago Press, Chicago and London, 1962. This is an issue addressed in a related paper. See Thomas C. O'Brien, ‘Pig Iron, Education and Teachers' Centers’, Essays on Teachers' Centers, San Francisco, Far West Laboratory, (eds. Kathy Devaney and Lorraine Thorn), 1977.
BarbelInhelder, et al., Learning and the Development of Cognition, Cambridge, Harvard University Press, 1974. One should, however, note the pioneering work of Americans such as Sigel, Hunt, Belanger, Kamii, Smock and others, and in Great Britain, much earlier, of Susan and Nathan Isaacs, Molly Brearley, Sir Alec Clegg, and more recently Edith Biggs and Joan Tamburrini and others.
J. McV.Hunt, ‘The Impact and Limitations of the Giant of Developmental Psychology’, in D.Elkind and J. H.Flavell, (eds.) Studies in Cognitive Development: Essays in Honor of Jean Piaget, New York, Oxford University Press, 1969.
The list comes in part from John H.Flavell, Cognitive Development, Englewood Cliffs, Prentice-Hall, Inc., 1977, p.2.
See BarbelInhelder, ‘Memory and Intelligence in the Child’, in BarbelInhelder and HaroldChipman (eds.), Piaget and His School, New York, Springer Verlag, 1976.
This issue has been addressed more fully elsewhere. See Thomas C.O'Brien, ‘Three Informal Essay’, Educational Studies in Mathematics, (Utrecht, Netherlands), Vol 7, 1976, pp. 89–108. Also. The Teachers' Center Project of Southern Illinois University, Edwardsville, has some 60 position papers—available at the cost of printing—on this and other issues in education.
John H.Flavell, Cognitive Development, Englewood Cliffs, Prentice-Hall, Inc., 1977, pp. 23–24.
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O'Brien, T.C. Implications of piagetian research for teachers of teachers and teachers of children. Educ Stud Math 8, 405–412 (1977). https://doi.org/10.1007/BF00310945
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DOI: https://doi.org/10.1007/BF00310945