Abstract
Characteristics that are common to a number of cognitive education approaches and programs are identified and discussed, as are several that are not shared across approaches and programs. The author presents a list of qualities that are desirable in cognitive and/or metacognitive educational programs. The central idea is that any successful cognitive education program must rest on a body of theory regarding cognitive development, individual differences, and learning, and that body of theory should include a clear discussion of the nature of human ability. A “transactional metacognitive perspective” on human ability is offered, followed by a discussion of its application to cognitive/metacognitive education. Examples from the program Bright Start: Cognitive Curriculum for Young Children are offered.
Publisher
Springer Publishing Company
Subject
Developmental and Educational Psychology,Experimental and Cognitive Psychology,Education
Cited by
24 articles.
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