Applying Psychological Theories to Educational Practice

by: Robert Sternberg

Am Educ Res J, Vol. 45, No. 1. (1 March 2008), pp. 150-165.

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Abstract

Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence. 10.3102/0002831207312910

@article{citeulike:2470524, abstract = {Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence. 10.3102/0002831207312910}, author = {Sternberg, Robert }, citeulike-article-id = {2470524}, doi = {10.3102/0002831207312910}, journal = {Am Educ Res J}, keywords = {fachdidaktik, lehr-lernforschung, methodologie, psychologie, theorie, unterrichtsforschung}, month = {March}, number = {1}, pages = {150--165}, posted-at = {2008-03-05 08:30:22}, priority = {2}, title = {Applying Psychological Theories to Educational Practice}, url = {http://dx.doi.org/10.3102/0002831207312910}, volume = {45}, year = {2008} }

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TY - JOUR ID - citeulike:2470524 L3 - citeulike-article-id:2470524 TI - Applying Psychological Theories to Educational Practice JF - Am Educ Res J VL - 45 IS - 1 SP - 150 EP - 165 N2 - Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence. 10.3102/0002831207312910 KW - fachdidaktik KW - lehr-lernforschung KW - methodologie KW - psychologie KW - theorie KW - unterrichtsforschung AU - Sternberg, Robert PY - 2008/03/01/ UR - http://dx.doi.org/10.3102/0002831207312910 ER -

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