A Building Block Model of Cognitive Learning

  • Carel van Parreren
Part of the Nato Conference Series book series (NATOCS, volume 5)


The view that cognitive development involves the successive formation of cognitive skills or operations has a long history in psychology. A prime example is Piaget’s theory, in which it is postulated that concrete operations are formed after sensory motor schemas develop, and formal operations come into existence after concrete operations have been established. Furthermore, between the First and Second World Wars, Otto Selz, a German psychologist, constructed a theory that was based on a number of experimental investigations. Selz claimed that intelligence consists of a structured system of problem solving methods that must be acquired during development and that may be improved through teaching. Currently, the idea that teaching may be optimized if viewed as erecting a hierarchical structure in the learner, is well known from the publications of Robert Gagne (1970).


Cognitive Skill Verbal Instruction High Skill Logical Scheme Stimulus Array 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Denney, N. W., & Acito, M. A. Classification training in two- and three-year-old children. Journal of Experimental Child Psychology, 1974, 17, 37–48.PubMedCrossRefGoogle Scholar
  2. Gagne, R. M. The conditions of learning. New York: Holt, Rinehart, and Winston, 1970.Google Scholar
  3. Gal’perin, P. J. An experimental study in the function of mental actions. In B. Simon (Ed.), Psychology in the Soviet Union. London: Routledge and Kegan Paul, 1954, 1957.Google Scholar
  4. Gal’perin, P. J. Stages in the development of mental acts. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary Soviet psychology. New York: Basic Books, 1969.Google Scholar
  5. Kruteckij, V. A. (Krutetskii) The psychology of mathematical abilities in school children. Chicago: University of Chicago Press, 1968, 1976.Google Scholar
  6. Pijning, H. Leren van een groot-motorische vaardigheid. Dissertation, Utrecht University, 1975.Google Scholar
  7. Teplen’kaja, Ch. M. (Tjoplenkaja) Zum Problem der Begriffsbildung bei Kindern. In J. Lompscher (Ed.), Probleme der Ausbildung geistiger Handlungen. Berlin (DDR): Volk und Wissen, 1968, 1972.Google Scholar
  8. Veklerova, Ch. M. Formirovanie logičeskich struktur u staršich doškol’nikov. Avtoreferat dissertacii, Moskva, 1974.Google Scholar
  9. Veit, J. van der L’apprentissage du mouvement et l’automatisme. Dissertation, Louvain University, 1928.Google Scholar
  10. Venger, L. A. Vosprijatie i obučenie. Moskva: Prosvescenie, 1969.Google Scholar
  11. Venger, L. A. Selections from L. A. Venger’s monograph: “Perception and learning.” Soviet Psychology, 1971–72, 10, 1–108.Google Scholar
  12. Vygotskij, L. S. (Vygotsky) Thought and language. New York: Wiley, 1934, 1962.Google Scholar
  13. Zaporožec, A. V. (Zaporozhets) Some of the psychological problems of sensory training in early childhood and the preschool period. In M. Cole & I. Maltzman (Eds.), A handbook of contemporary Soviet psychology. New York: Basic Books, 1969.Google Scholar
  14. Zaporožec, A. V. (Zaporozhets) The development of perception in the preschool child. In Cognitive development in children. Five monographs of the Society for Research in Child Development. Chicago: University of Chicago Press, 1970.Google Scholar

Copyright information

© Plenum Press, New York 1978

Authors and Affiliations

  • Carel van Parreren
    • 1
  1. 1.Utrecht UniversityUtrechtNetherlands

Personalised recommendations