Böcker i Educational Psychology Series-serien

Puts forward and backs up the following argument: intellectual abilities crucial to modern life correspond to the cognitive functions labelled "intelligence"; these intellectual abilities are learnable; we know enough about the structure and mechanisms of thought and behaviour to teach them.

Illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum.

This text shows how theories of intelligence can be directly applied by educators to the teaching of subject matter. The focus is not on modifying students' intelligence but on increasing their disciplinary knowledge and understanding.

Argues that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related..

This volume presents coverage of theory and research on thinking, learning and cognitive styles. The central premise of this work is that cognitive, learning and thinking styles are not abilities, but rather preferences in the use of abilities.

This book presents the psychological basis, methodology, and application of Marton's phenomenographic approach to the theory of learning.