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The book provides a description of the cognitive revolution which began in the 1950s and reached full fruition in the late 1960s. The term “cognitive revolution” began to be used to take advantage of an analysis of scientific revolutions in general that was developed by Thomas Kuhn. The next section describes how some aspects of the cognitive revolution seem to fit Kuhn’s analytic framework, and others do not. Following this analysis the book turns to examining the impact of the cognitive revolution in educational psychology as illustrated by the remaining chapters in the book.
Chapter 1. The Cognitive Revolution's Impact of Educational Science; James M. Royer.
Chapter 2. May You Teach in Interesting Times!; Donald J. Cunningham.
Chapter 3. Social Perspectives on the Cognitive Revolution and Education: From Alien Beings to Robust Trustees; Peter Freebody.
Chapter 4. Conceptual Understanding Versus Computational Skill: How Cognitive Science Helps Resolve the Great Debate of Mathematics Education; Richard E. Mayer.
Chapter 5. The Impact of the Cognitive Revolution on Science Learning and Teaching; Eugenia Etkina, Jose P. Mestre, and Angela O'Donnell.
Chapter 6. The Self and Academic Motivation: Theory and Research after the Cognitive Revolution; Frank Pajares and Dale Schunk.
Chapter 7. The Cognitive Revolution in Scientific Psychology: Epistemological Roots and Impact on Reading Research; Ralph E. Reynolds, Gale M. Sinatra.
Chapter 8. Research in Instructional Technology; Jennifer Wiley, Christopher A. Sanchez and Tom Moher.
Chapter 9. From Behaviorism to Situated Cognition: An Examination of Learning and Instruction in the Second Half of the 20th Century Through the Research and Writing of Richard C. Anderson; James M. Royer.
Chapter 10. The Cognitive Revolution and Instructional Design; Marcy P. Driscoll and Kerry J. Burner.
Chapter 11. Transfer and Problem Solving: A Cognitive Integration of Metaphors, Models, and Methods; Gary D. Phye.