The rule-assessment approach and education |
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| Authors: | Robert S Siegler |
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| Institution: | Carnegie-Mellon University USA |
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| Abstract: | This paper describes the rule-assessment approach to cognitive development and summarizes work using it that is relevant to education. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Addressing this issue requires a means of assessing what people already know, a means for studying how they learn, and a means for examining basic processes that may underlie developmental differences in knowledge and learning. Research using the rule-assessment approach is summarized in terms of eight conclusions about these issues. Each of the conclusions is illustrated with empirical examples. |
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| Keywords: | Reprint requests should be sent to the author Psychology Department Carnegie-Mellon University Pittsburgh PA 15213 |
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