Teaching or learning to think
DOI:
https://doi.org/10.24310/espsiescpsi.vi6.13411Keywords:
Teaching to think, critical thinking, reasoning, problem solving, instructionAbstract
The present work proposes the necessity of improving our capacity to think and explains and assesses the different ways that have been used to get it. In a first section, the nature of the thought is described, its importance, the possibility of improving it and the way of achieving it. In the following section, four general programs to teach to think are introduced. They will be assessed in the following heading, in which the most convenient approaches to evaluate any initiative dedicated to improve our reflection capacity are also synthesized. This evaluation is carried out in two levels: a conceptual one and an empiric one. In the first one several approaches of efficiency are applied; and in the second some different intervention designs, once valued in certain detail, both for the approaches and the designs. The final reflection is that all effort of teaching or learning to think is always a profitable investment.
Downloads
Metrics
Publication Facts
Reviewer profiles N/A
Author statements
Indexed in
-
—
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- UNIVERSIDAD DE MÁLAGA
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
References
Baron, J. B., y Sternberg, R. J. (Eds.) (1987). Teaching thinking skills: Theory and practice. Nueva York: Freeman.
Bassok, M., y Holyoak, K. J. (1993). Pragmatic knowledge and conceptual structure: Determinants of transfer between Quantitative Domains. En D. K. Detterman, & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction. (pp. 68-98). Norwood, NJ: Ablex.
Binet, A. (1962). The nature and measurement of intelligence. En L. Postman (Ed), Psychology in the making: Histories of selected research programs. Nueva York: Knopf. Original publicado en Paris: Flammarion, 1911.
Brown, A. L., y Kane, L. R. (1988). Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20 , 493-523.
Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45 (12), 1304-1312.
De Bono, E. (1976). Teaching thinking. Londres, UK: Penguin Books.
De Bono, E. (1994). La enseñanza directa del pensamiento en la educación y el método CoRT. En S. Maclure, y P. Davies (Eds.), Aprender a pensar, pensar en aprender. (pp. 35-47). Barcelona: Gedisa. (Original de 1991: Learning to think: thinking to learn. Traducc.: D. Zadunaisky).
Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. En D. K. Detterman, y R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction. (p. 1-24). Norwood, NJ: Ablex.
Detterman, D. K., y Sternberg, R. J. (Eds.). (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
Ennis, R. H. (1996). Critical thinking. Upper Saddle River, NJ: Prentice-Hall.
Ericsson, K. A., y Hastie, R. (1994). Contemporary approaches to the study of thinking and problem solving. En R.J. Sternberg (Ed.), Thinking and problem solving. (pp. 37-79). Nueva York: Academic Press.
Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press.
Gick, M. L., y Holyoak, K. J. (1987). The cognitive basis of knowledge transfer. En S. M. Cormier, y J. D. Hagman (Eds.), Transfer of learning. Contemporary research and applications. (pp. 9-46). Nueva York: Academic Press.
González Marqués, J. (1991). La mejora de la inteligencia. En M. R. Martínez Arias, y M. Yela (Eds.), Pensamiento e inteligencia. (pp. 145-179). Madrid: Alhambra.
Halpern, D. F. (1987). Analogies as a critical thinking skill. En D. E. Berger, K. Pezdek, y W. Banks (Eds.), Applications of cognitive psychology: problem solving, education, and computing. (pp. 75-86). Hillsdale, NJ: Erlbaum.
Halpern, D. F. (1996). Thought and knowledge. An introduction to critical thinking (Third edition). Hillsdale, NJ: Erlbaum.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53 (4), 449-455.
Johnson-Laird, P. N. (1993). Human and machine thinking. Hillsdale, NJ: Erlbaum.
Maclure, S. (1994). Introducción: panorama general. En S. Maclure, y P. Davies (Eds.), Aprender a pensar, pensar en aprender. (pp. 11-32). Barcelona: Gedisa. (Original de 1991: Learning to think: thinking to learn. Traducc.: D. Zadunaisky).
Maclure, S. y Davies, P. (1994) (Eds.), Aprender a pensar, pensar en aprender. Barcelona: Gedisa. (Original de 1991: Learning to think: thinking to learn. Traducc.: D. Zadunaisky).
Mayer, R. E. (1987). Educational Psychology: A cognitive approach. Boston.: Little, Brown.
Mayer, R. E. (1992). Thinking, problem solving, cognition (Second edition). San Francisco,CA: Freeman.
Nickerson, R. S. (1994). The teaching of thinking and problem solving. En R.J. Sternberg (Ed.), Thinking and problem solving. (pp. 409-449). Nueva York: Academic Press.
Nickerson, R. S., Perkins, D. N., y Smith, E. E. (1987). Enseñar a pensar. Aspectos de la aptitud intelectual. Madrid: Paidós/M.E.C. (Original de 1985: The teaching of the thinking. Traducc.: L. Romano y C. Ginard)
Novick, L. R. (1990). Representational transfer in problem solving. Psychological Science, 1 , 128-132.
Perkins, D. N., y Grotzer, T. A. (1997). Teaching intelligence. American Psychologist, 52 (10), 1125-1133.
Saiz, C. (1998). Instrucción en razonamiento informal. En D. Valiña y M.J. Blanco (Eds) (Junio, 1998). I Jornadas de Psicología de Pensamiento (págs.: 165-176). Santiago de Compostela: Universidad de Santiago de Compostela.
Segal, J. W., Chipman, S. F., & Glaser, R. (Eds.) (1985). Thinking and learning skills. Vol. 1: Relating instruction to research. Nueva York: Erlbaum.
Singley, M. K., y Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.
Steen, L. A. (1987). Mathematics education: A predictor of scientific competitiveness. Science, 237 (251-252), Sternberg, R. J., y Frensch, P. A. (1993). Mechanisms of transfer. En D. K. Detterman, y R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction. (pp. 25-38). Norwood, NJ: Ablex.
US. Department of Labor (1992). Secretary’s commission on achieving necessary skills report for American 2000. Washington, DC: Author.
Downloads
Published
How to Cite
Issue
Section
License
All contents published in Escritos de Psicología are protected under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. All about this license is available in the following link: <http://creativecommons.org/licenses/by-nc-sa/4.0>
Users can copy, use, redistribute, share and exhibit publicly as long as:
- The original source and authorship of the material are cited (Journal, Publisher and URL of the work).
- It is not used for comercial purposes.
- The existence of the license and its especifications are mentioned.
There are two sets of authors’ rights: moral and property rights. Moral rights are perpetual prerogatives, unrenounceable, not-transferable, unalienable, imprescriptible and inembargable. According to authors’ rights legislation, Escritos de Psicología recognizes and respects authors moral rights, as well as the ownership of property rights. The property rights are referred to the benefits that are gained by the use or the dissemination of works. Escritos de Psicología is published in an open access form and it is exclusively licenced by any means for doing or authorising distribution, dissemination, reproduction, , adaptation, translation or arrangement of works.
Authors are responsable for obtaining the necessary permission to use copyrighted images.
10.png)
ESCRITOS DE PSICOLOGÍA-PSYCHOLOGICAL WRITINGS is funded by the 