Department of Educational Psychology


Document Type


Date of this Version

September 1983


Published in Science, New Series, Vol. 221, No. 4615. (September 9, 1983), pp. 1006–1008. Copyright © 1983 American Asso-ciation for the Advancement of Science. Used by permission.


Resnick provides an excellent brief account of current work in cognitive psychology and its important implications for math and science education. As she indicates, most cognitive psychologists view knowledge as consisting of highly organized schemata into which new experiences are assimilated and view the learner as actively constructing new knowledge. This view is consistent with the ideas that Piagetian theorists and educators have been propounding for many years, although Resnick’s discussion is rooted in the more detailed analysis of specific knowledge and learning in specific content areas that typifies the information-processing paradigm of modern cognitive science.