David N Perkins
Dados Biográficos
| ID | 1043853 |
|---|---|
| NOME | David N Perkins |
| PRENOMES | David N |
| SOBRENOME | Perkins |
| ASSINATURA | PERKINS D N |
| AFILIAÇÕES | Harvard University Press |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 184 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1977 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2018 |
| ÍNDICE H | 6 |
Thinking
School Learning for Transfer
The Mind's Best Work
Over the years, tales about the creative process have flourished-tales of sudden insight and superior intelligence and personal eccentricity. Coleridge claimed that he wrote Kubla Khan in one sitting after an opium-induced dream. Poe declared that his Raven was worked out with the precision and rigid consequence of a mathematical problem. D. N. Perkins discusses the creative episodes of Beethoven, Mozart, Picasso, and others in this exploration o…
Mind's Best Work
Life in the Mindful Classroom
In this article, we review the appropriateness of 'mindfulness' as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivat…
Individual and Social Aspects of Learning
Social learning is in the air. Daily observations and experiences as well as recent scholarly traditions suggest that a certain amount of learning takes place beyond the confines of the individual mind. Learning appears to involve social aspects. Scenarios ranging from a group of children collaboratively trying to solve the question of how to construct a kite to a university professor writing a research paper with a colleague advance the case for…
Teaching intelligence
Teaching intelligence
Teaching thinking dispositions
1993). Teaching thinking dispositions: From transmission to enculturation. Theory Into Practice: Vol. 32, Teaching for Higher Order Thinking, pp. 147-153
Partners in Cognition
We examine how technologies, particularly computer technologies that aid in cognitive processing, can support intellectual performance and enrich individuals' minds. We distinguish between effects with and of a technology: Effects with occur when people work in partnership with machines, whereas effects of occur when such partnerships have subsequent cognitive spin-off effects for learners working away from machines. It is argued that effects bot…
Rocky Roads to Transfer
Recent findings of transfer and nontransfer in such areas as planning and problem management skills, computer programming instruction, and literacy-related cognitive skills reveal paradoxes that invite explanation. In this article, we separate the "how" of transfer—the mechanisms that lead to it—from the "what" of transfer—the kind of knowledge and skill that might get transferred. We argue that transfer occurs in two ways. Low-road transfer depe…
Are Cognitive Skills Context-Bound
Effective problem solving, sound decision making, insightful invention—do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general strategies? Over the past thirty years, considerable research and controversy have surrounded this issue. An historical sketch of the arguments for the strong specialist position and the strong generalist position suggests that each camp, in its own way, has o…
The Fingertip Effect
Contemporary beliefs about the impact of information-processing technology (IPT) on thinking are examined. Whereas some suggest that learning to program and other contacts with IPT will empower thinking, it is argued from both theory and evidence that typical contacts with IPT today do not meet certain conditions for significantly reshaping thought. Whereas others suggest that IPT will have a narrowing and dehumanizing influence, it is argued tha…
The Mind's Best Work
Thinking
Your Memory
The Limits of Intuition
Popular lore suggests that intuitive value judgments guide artists in their work and that judgments based on reasons could not provide the sensitive insight needed. Coupled with this are other informal beliefs about intuition. This paper assesses these beliefs. Intuition is analyzed as cognition without reasons and argued to be closely related to perception. While some might think that intuition represents a rare or special mode of cognition, muc…
Are Cognitive Skills Context-Bound
Effective problem solving, sound decision making, insightful invention—do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general strategies? Over the past thirty years, considerable research and controversy have surrounded this issue. An historical sketch of the arguments for the strong specialist position and the strong generalist position suggests that each camp, in its own way, has o…
Individual and Social Aspects of Learning
Social learning is in the air. Daily observations and experiences as well as recent scholarly traditions suggest that a certain amount of learning takes place beyond the confines of the individual mind. Learning appears to involve social aspects. Scenarios ranging from a group of children collaboratively trying to solve the question of how to construct a kite to a university professor writing a research paper with a colleague advance the case for…
Partners in Cognition
We examine how technologies, particularly computer technologies that aid in cognitive processing, can support intellectual performance and enrich individuals' minds. We distinguish between effects with and of a technology: Effects with occur when people work in partnership with machines, whereas effects of occur when such partnerships have subsequent cognitive spin-off effects for learners working away from machines. It is argued that effects bot…
The Fingertip Effect
Contemporary beliefs about the impact of information-processing technology (IPT) on thinking are examined. Whereas some suggest that learning to program and other contacts with IPT will empower thinking, it is argued from both theory and evidence that typical contacts with IPT today do not meet certain conditions for significantly reshaping thought. Whereas others suggest that IPT will have a narrowing and dehumanizing influence, it is argued tha…
Teaching thinking dispositions
1993). Teaching thinking dispositions: From transmission to enculturation. Theory Into Practice: Vol. 32, Teaching for Higher Order Thinking, pp. 147-153
Life in the Mindful Classroom
In this article, we review the appropriateness of 'mindfulness' as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivat…
The Limits of Intuition
Popular lore suggests that intuitive value judgments guide artists in their work and that judgments based on reasons could not provide the sensitive insight needed. Coupled with this are other informal beliefs about intuition. This paper assesses these beliefs. Intuition is analyzed as cognition without reasons and argued to be closely related to perception. While some might think that intuition represents a rare or special mode of cognition, muc…
Your Memory
Thinking
The Mind's Best Work
The Fingertip Effect
Contemporary beliefs about the impact of information-processing technology (IPT) on thinking are examined. Whereas some suggest that learning to program and other contacts with IPT will empower thinking, it is argued from both theory and evidence that typical contacts with IPT today do not meet certain conditions for significantly reshaping thought. Whereas others suggest that IPT will have a narrowing and dehumanizing influence, it is argued tha…
Rocky Roads to Transfer
Recent findings of transfer and nontransfer in such areas as planning and problem management skills, computer programming instruction, and literacy-related cognitive skills reveal paradoxes that invite explanation. In this article, we separate the "how" of transfer—the mechanisms that lead to it—from the "what" of transfer—the kind of knowledge and skill that might get transferred. We argue that transfer occurs in two ways. Low-road transfer depe…
Are Cognitive Skills Context-Bound
Effective problem solving, sound decision making, insightful invention—do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general strategies? Over the past thirty years, considerable research and controversy have surrounded this issue. An historical sketch of the arguments for the strong specialist position and the strong generalist position suggests that each camp, in its own way, has o…
Partners in Cognition
We examine how technologies, particularly computer technologies that aid in cognitive processing, can support intellectual performance and enrich individuals' minds. We distinguish between effects with and of a technology: Effects with occur when people work in partnership with machines, whereas effects of occur when such partnerships have subsequent cognitive spin-off effects for learners working away from machines. It is argued that effects bot…
Teaching thinking dispositions
1993). Teaching thinking dispositions: From transmission to enculturation. Theory Into Practice: Vol. 32, Teaching for Higher Order Thinking, pp. 147-153
Teaching intelligence
Teaching intelligence
Individual and Social Aspects of Learning
Social learning is in the air. Daily observations and experiences as well as recent scholarly traditions suggest that a certain amount of learning takes place beyond the confines of the individual mind. Learning appears to involve social aspects. Scenarios ranging from a group of children collaboratively trying to solve the question of how to construct a kite to a university professor writing a research paper with a colleague advance the case for…
Life in the Mindful Classroom
In this article, we review the appropriateness of 'mindfulness' as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivat…
The Mind's Best Work
Over the years, tales about the creative process have flourished-tales of sudden insight and superior intelligence and personal eccentricity. Coleridge claimed that he wrote Kubla Khan in one sitting after an opium-induced dream. Poe declared that his Raven was worked out with the precision and rigid consequence of a mathematical problem. D. N. Perkins discusses the creative episodes of Beethoven, Mozart, Picasso, and others in this exploration o…
Mind's Best Work
School Learning for Transfer
Thinking
Psychology (10 obras) · Computer Science (8 obras) · Epistemology (7 obras) · Cognition (5 obras) · Cognitive psychology (5 obras) · Cognitive science (5 obras) · Innovative Teaching and Learning Methods (5 obras) · Art (3 obras) · Education and Critical Thinking Development (3 obras) · Educational and Psychological Assessments (3 obras)