Inhelder and Piaget's pendulum problem: Teaching preadolescents to act as scientists.

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective

“…The rules taught through modeling included Piagetian concepts, such as conservation and formal operational reasoning (Rosenthal and Zimmerman, 1972b;Siegler et aL, 1973;Zimmerman and Rosenthal, 1974a), Brunerian strategies for solving problems (Lamal, 1971;Laughlin et al, 1969), interrogative strategies for gathering information (Denny, 1975;Rosenthal et aL, 1970;Rosenthal and Zimmerman, 1972a), syntactic rules for communication (Brown, 1976;Margulas and Zimmerman, 1979;Whitehurst et al, 1974), and rules for rendering moral judgments and reasoning (Bandura and McDonald, 1963;Brody and Henderson, 1977;Tracy and Cross, 1973). These researchers demonstrated that children who were studied could not only display their knowledge and skill on the training task, but could generalize it to new and unfamiliar tasks.…”

Controlling Variables: A Meta-Analysis of Training Studies

“…The main procedure consisted of Scardamalia, 1977Schneider & Renner, 1980Shaw, 1983Sheehan, 1970Siegler, Liebert, & Liebert, 1973Sneider, Kurlich, Pulos, & Friedman, 1984 subtracting the treatment mean from the control mean and dividing by the standard deviation of the control group. Student rather than class means were used in the calculations.…”

Cows moo softly: acquiring and retrieving a formal operations schema

“…Siegler and Liebert (1975) and Danner and Day (1977) found that providing rules promotes learning for some students but not for others. Two studies have found that providing rules works as well as, but no better than, treatments that do not contain rules (Ross and Robinson, in press;Siegler et al 1973). Some science educators have argued that rules should not be provided to students at all for fear of interfering with natural processes (Kuhn and Angelev 1976, Lawson and Wollman 1977, Wollman and Chen 1982.…”