Index

Adams, H. 26, 251, 259, 265, 302–303

ARIZ algorithm for inventive problem

Adey, P. 25, 27–28, 112–113

solving 122, 125

affective domain and affect 2, 14, 51,

Ashman, A. 13, 24

73, 77, 83, 137, 198, 246, 271,

assessment 23, 57–58, 73, 88, 104–105,

272–273, 279, 299

140–141, 156, 212, 306–307

Allen, R.

attribution for success or failure

brief outline of framework 120

237–238, 239, 309

description and intended use

Ausubel, D. 31

128–130

brief outline of framework 47

evaluation 130–132

comparison with Bloom’s

summary 132–133

categories 68

Altshuller, G. 305–306

description and intended use 67–69

brief outline of TRIZ framework 120

evaluation 69–70

description and intended use 122–126

summary 70–71

evaluation 126–127

generic nature of TRIZ 127

Baddeley, A. 229, 244–245

summary 128

Bailey, K. 33, 37, 38, 39

TRIZ and creativity 131

Bailin, S. 120

Anderson, L. 300, 302

brief outline of framework 122

brief outline of framework 49

description and intended use 177–181

comparison with Bloom’s taxonomy

evaluation 181–182

103–105, 110

summary 182–183

description and intended use 102–105

Bandura, A. 238

evaluation 109–111

Barnes-Holmes, D. see Strand, P.

knowledge dimension 104, 106–108

Barnes-Holmes, Y. see Strand, P.

organising questions 104–105

Baron, J.

summary 112

brief outline of framework 121

treatment of metacognition 110

description and intended use 148–150

Anderson, R. 34, 40

evaluation 150–151

Andrews, R. 132, 163

model of the good thinker (authored

argument analysis 128–130, 131, 143,

with Glatthorn) 149–150

145–146

summary 151–152

349

350

Index

Baron-Cohen, S. 219–220

description and intended use 49–52

Baumfield, V. 21, 32, 163

evaluation 52–54

behaviourist approaches 30, 44–45,

hierarchical nature of framework 41,

311–312

50–53, 104

Belenky, M. 202–203

influence on Hannah and

brief outline of framework 188

Michaelis 75

description and intended use

summary 54–55

217–219

value for teachers 54, 302

evaluation and gender issues

Boekaerts, M. 13, 241

219–220

Bowler, P. 35, 36, 39

summary 220–221

Brody, N. 293

Bhana, K. 162, 198–199

Bronowski, J.

Bidell, T. 193–194, 233

model of executive function 244

Biggs, J. 5, 204–205, 223, 306, 307,

Bruner, J. 25

308, 309

brief outline of SOLO framework 48

Carroll, J.

comparison with Perry’s scheme

brief outline of framework 188

204–205

correspondence with Demetriou’s

description and intended use 85–88

model 226–227

evaluation 88–89

correspondence with Gardner’s

summary 89–90

‘intelligences’ 209

Bloom, B. 77, 83

description and intended use

aims and values 45, 49

221–223

brief critique 41

evaluation 223–224

brief outline of framework 47

factor analytic support for ‘g’

comments by Richard Paul 53

185–186

comparison with Anderson

summary 224–225

and Krathwohl revision

Clarke, S. see Andrews, R.

102–104, 110

cognitive approaches

comparison with Ausubel’s

cognitive acceleration 25, 28,

categories 68

112–115

comparison with Halpern’s

cognitive apprenticeship 25

categories 146

cognitive science

comparison with Hauenstein’s

connectionism 30

framework 273–274, 276

symbolicism 30

comparison with Marzano’s

Collis, K. 5, 204–205, 306–307

taxonomy 286

for taxonomy, see Biggs, J.

comparison with our integrated

Comte, A. 16

model 313

conation 2, 95, 267, 275, 282–283, 299

comparison with Quellmalz’s higher

Conway, R. see Ashman, A

order processes 91

Corno, L. 31

comparison with Romiszowski’s

Costa, A. 302

skill categories 254–256

Costello, P. see Andrews, R.

Index

351

Craft, A. 176

Dewey, J. 8, 10–12, 307

creativity see thinking, creative

influence on Lipman 162

critical thinking 96, 120, 158, 291

dialogue 22, 162–163, 264

and subject knowledge 21

Durkheim, E. 16

and supporting dispositions 11,

119–120, 122, 145, 150–151,

educational interventions

153, 159–160, 166, 171, 178–179,

cognitive 27–29, 56

237–238, 306–307

engaging metacognition 28–29, 309

assessment of 156, 306

engaging the self system 14, 309

definitions of 20–21, 141, 164

experimental 162–163, 223, 293,

standards of (Paul) 165

307–309

weak and strong sense (Paul) 22,

for use by students 309

164, 166

for use by teachers 309

psycholinguistic 27

de Bono, E. 26, 176

relational 309

brief outline of framework 121

unistructural 308–309

CoRT programme 134–135, 139

Elder, L. 164, 245

description and intended use

Eliasmith, C. 30

133–137

Ennis, R. 18, 23, 170

evaluation 137

assessment of critical thinking

lateral thinking 133–134

156, 306

parallel thinking 135–137

brief outline of framework 121

Six Thinking Hats 135–137

comparison with Jewell’s model 172

summary 139–140

definition of critical thinking 20

de Corte, E. 28, 30–31

description and intended use 152–155

Demetriou, A. 13, 186, 244, 307

evaluation 155–156

brief outline of framework 188–189

over-arching dispositions 21, 155

comparison with Marzano’s model

summary 156–157

229, 286–287, 288

enquiry

correspondence with Carroll’s

and supporting dispositions 159–160

abilities 226–227

and thoughtfulness 8

correspondence with Gardner’s

community of 22–23, 26–27,

‘intelligences’ 226–227

161, 301–302

description and intended use

professional 301

225–228

epistemology

evaluation 228–229

and development 186, 192

influence of Piaget 49

continuum of theories 44

summary 230

cultural differences 168, 233

see also: hypercognition

epistemic cognition (Quellmalz) 95

Denckla, M. 243–246

evidence 129, 148–149, 168, 214

developmental stage theories 25, 186,

executive function 64–65, 207,

189–194, 203, 306

243–246, 267

352

Index

Facione, P. 20, 119

correspondence with Carroll’s

Feezel, J. see Allen, R.

abilities 226–227

Feuerstein, R.

correspondence with Demetriou’s

brief outline of framework 47

model 226–227

description and intended use 55–58

criteria for an intelligence 207, 210

evaluation 58–61

critique of theory by Klein 210, 211

Instrumental Enrichment 25, 27, 45,

description and intended use

56–57, 60–61, 307

206–209

Learning Potential Assessment

evaluation 209–212

Device 57–58

intervention study 211

summary 61–62

summary 212–213

Fischer, K. 194, 231, 233, 245

gender differences

Flavell, J. 12–13, 278

in Belenky’s model 219–220

frameworks

in empathy 219–220

accessibility of 302–303

Gerlach, V.

coverage of thinking and learning

Gerlach and Sullivan’s taxonomy 42

298, 299–300

Glatthorn, A. 151

evaluation criteria 3–4

characteristics of the good thinker

types of:

(authored with Baron, J)

explanatory models 40

150–151

groups 35–36

model of thinking (authored with

lists 34–35

Baron, J) 149–150

maps 41

Gottfredson, L. 293

taxonomies 36–42,

Gouge, K.

uses of 296–297

brief outline of framework 49

by classroom teachers 317

cognitive acceleration 114–115

by students 301–302, 306, 317

description and intended use

for understanding thinking and

112–115

learning 297, 302–303

evaluation 115–116

in assessment 306–307

Piagetian features in taxonomy

in consultancy 306

113–114

in instructional design 303–304

reasoning patterns 212

in professional development 301

summary 116–117

in research and evaluation 302,

Grigorenko, E. 198–199, 292, 293

307–308

Guilford, J.

brief outline of framework

Gagne´, R. 40, 46, 99

187–188

brief outline of framework 47

creativity as divergent

description and intended use 62–65

production 197

evaluation 65–66

description and intended use

summary 66–67

195–197

Gardner, H. 186

evaluation 197–199

brief outline of framework 206

influence on Sternberg 198–199

Index

353

model as a three-dimensional

example of a theoretical

typology 42

framework 40

summary 199–200

psychological orientation 30–31

use of factor analysis 185–186

recommended frameworks 303–304

theory 31–32

Hacker, D. 13

integrated model (as proposed here) 4

Halpern, D. 300, 302

model outline 313–316

brief outline of framework 120

need for 297

comparison with Bloom’s

relationship to Bloom’s

taxonomy 146

taxonomy 313

comparison with Marzano’s

uses of (illustrative) 317–318

taxonomy 146

intelligence 58, 61, 138, 148, 165,

description and intended use

185–186, 189–192, 195–198,

122–126

206–209, 209–212, 221–223,

evaluation 126–127

226–227, 246, 291, 292, 293

summary 128

Handley, S. 245, 246

Jewell. P.

Hannah, L.

brief outline of framework 122

behaviour descriptors provided 54

comparison with Ennis’

brief outline of framework 47–48

categories 172

debt to Bloom 75

debt to Lipman 170

description and intended use

description and intended use

75–77

170–171

evaluation 77–78

evaluation 172–173

summary 78–79

summary 173–174

Hattie, J. 223, 307–309, 312

Jonassen, D.

Hauenstein, A.

brief outline of framework 251

brief outline of framework 252

description and intended use

comparison with Bloom’s taxonomy

266–268

273–274, 276

evaluation 268–270

description and intended use

summary 270–271

271–274

evaluation 274–277

Kauffie, F. see Allen, R.

summary 277–278

key skills 258, 288, 317

Hawley, W. 44–45

King, P. 186, 203

Herrmann, N. 176, 219

brief outline of framework

Higgins, S. 21, 26, 310

231–234

Hofer, B. 186, 231

description and intended use

hypercognition 13, 226, 228, 244

231–232

evaluation 231

Illeris, K. 2, 17–18

influence of Piaget 231

instructional design 29–32

recommendation 303

educational orientation 30–31

summary 234

Index

355

Merrill, M.

pedagogical approaches 22, 23–24, 192,

brief outline of framework 48

280, 302, 304, 312

description and intended use

Perkins, D. 307

99–100

Perry, W. 12

evaluation 100–102

brief outline of framework 188

summary 101–102

comparison with SOLO categories

meta-analysis 307–308

204–205

findings from 162–163, 307–310

debt to Piaget 202

metacognition 12–14, 262, 282–283

description and intended use

and self-regulation 12–14, 278–279

200–202

and working memory 25, 228,

evaluation 202–205

235–237

impact and influence in the US

disposition towards 122, 171

186, 217

metacognitive knowledge 13, 108,

summary 205–206

110, 290

Petty, G. 176

Presseisen’s model 94, 97

brief outline of framework 122

self-awareness 13

description and intended

self-monitoring 13

use 174

see also: hypercognition

evaluation 174–176

Mezirow, J. 204

mindsets supporting creativity

Michaelis, J. see Hannah, L.

174–176

Moore, W. 203, 269

summary 177

Moseley, D. 1, 4

Philosophy for Children 22–23, 161,

Murphy, G. see Stahl, R.

162–163

Piaget, J. 186, 214–216, 222

Nadel, L. see Lane, R.

brief outline of framework 187

nature and nurture 227, 310–311

description and intended use

Nosich, G. 165, 168

189–192

evaluation 192–194

Parks, S. see Swartz, R.

formal operations 87, 113, 191

Pascual-Leone, J. 192, 245

impact on education 192

Paul, R. 22, 23

influence on Demetriou 227

brief outline of framework

influence on Gouge and Yates

121–122

113–114

comments on Bloom’s work 53

influence on King and

description and intended use

Kitchener 231

164–166

influence on Koplowitz 213

elements of reasoning 164–165

influence on Perry 202

evaluation of framework 166–169

neo-Piagetian theory 245

intellectual abilities 165–166

summary 194–195

intellectual traits 166

Pintrich, P. 2, 186–187, 229, 231, 244,

standards of critical thinking 165

300, 307, 316

summary 169–170

brief outline of framework 189

356

Index

Pintrich, P. (cont.)

Romiszowski, A. 119

comparison with Vermunt and

brief outline of framework 251

Verloop’s categories 280

comparison with Bloom’s taxonomy

description and intended use

254–256

235–241

comparison with Kolb’s learning

evaluation 241–242, 300

cycle 256

summary 242–243

description and intended use

Presseisen, B.

252–255

brief outline of framework 48

evaluation 256–258

description and intended use

knowledge categories 253

94–95

skill categories 253

evaluation 95–98

skill cycle 253–254, 258

summary 98

summary 258–259

psychomotor domain and skills 77,

271–273

self-efficacy 13–14, 75, 238

self-regulation 12–14, 187, 235–241,

Quellmalz, E.

243–244, 302, 304, 305

brief outline of framework 48

and metacognition 12–14,

comparison with Bloom’s

278–279

taxonomy 91

and self-efficacy 13–14

description and intended use

in teachers 31

90–91

Zimmerman’s triadic model 241

evaluation 92–93

see also: hypercognition

summary 93

Shayer, M. 25, 27–28, 113

Skuy, M.

Randi, R. see Corno, L.

map of cognitive strengths and

rationality 148, 150, 168

weaknesses 58, 59–60

reasoning 122, 132

Smith, G. 21, 22

deductive 91, 142–143

Smith, L. 193–194

hypothesis testing 143

Smith, M. 209–210

inductive 27, 76, 91, 222

sociocultural perspectives 16–18, 25,

inference 76, 91–92, 129,

292, 311–312

148–149, 154

SOI (Structure of Intellect) 198–199

likelihood and uncertainty 144

SOLO (Structure of the Observed

moral 233

Learning Outcome) taxonomy 5,

patterns of 129

306–307

Paul’s elements of reasoning

and working memory 87–88

164–165

brief outline of SOLO

taxonomy of (Jewell) 171

framework 48

Reigeluth, C. 31–32, 100

comparison with Perry’s scheme

Rhodes, M. 176

204–205

Robinson, F. see Ausubel, D.

description and intended use 85–88

Rogoff, B. 25

evaluation 88–89

Index

357

summary 89–90

thinking

value in assessment 88

accounts of

Stahl, R.

descriptive 19, 23, 120

brief outline of framework 48

first person 16

description and intended use 79–83

normative 19, 23, 120, 149–150,

evaluation 83–84

150–151

summary 84–85

third person 16

Sternberg, R. 162, 172, 187, 192,

and caring 11, 21, 161

198–199, 212, 246, 303, 307

and learning 21, 263, 269

brief outline of framework 252

building understanding 315–316

comments on Gardner 209

computational aspects 15

debt to Guilford 198–199

conscious control of 12

description and intended use

creative 68–69, 70, 71–73, 96, 113,

290–292

133–134, 139, 144–145, 149–150,

evaluation 292–294

158, 174–176, 197, 198, 291,

intervention study 293

305–306

summary 294

critical (see critical thinking)

theory of creativity 198

diverse nature of 10–12, 157–161,

triarchic theory of intelligence

generality of 18, 22, 127, 179

criticisms of 293

imagination 10–11, 73, 113, 160, 191

Stiggins, R. 91

information-gathering 75, 315–316

Strand, P. 311–312

parallel 135–137

Sullivan, A. see Gerlach, V.

post-formal 87, 213, 214–216

Swanson, H. 27, 29, 246

productive 96, 119, 133, 144–145,

Swartz, R. 28, 316

254–255, 300, 313

reflective 11–12, 15–16, 20, 149, 154,

TASC (Thinking Actively in a Social

204, 231–233, 237–238, 240–241,

Context)

267, 280, 313–315

see: Wallace

representational aspects 15, 309

taxonomies 36–42

specificity of 18–19, 22–23

examples of:

strategic 91, 97, 313, 314–315

in biology 37

usage of the term in education 12

in chemistry 38

thinking skills

in instructional design 40

approaches

in the social sciences 38

discrete 22–23, 25, 135–137, 161

qualitative approach 37

infused across the curriculum

quantitative approach 37

22, 28

typologies 38

subject-specific 25, 27–28, 112–113

ten Dam, G. 304

working definition of 24

Tessmer, M. 266, 268

classification of 297–298

for taxonomy see Jonassen, D.

critique of 179, 180

Thagard, P. 15

in education 23–24, 308–310

Thayer-Bacon, B. 168

need for 9

358

Index

thinking skills (cont.)

evaluation 280–281, 306

programmes 22–28, 92, 112–113,

summary 281–282

132, 135–137, 149–150, 161,

Volman, M. see ten Dam, G.

198, 300

Vygotsky, L. 25, 45

thought and language skills

functional learning

(Halpern) 142

systems 18

thoughtfulness 8, 11

influence on Wallace and

and enquiry 8

Adams 264

Topping, K. see Trickey

Toulmin, S. 129, 131–132

Wallace, B. 26, 303

transfer 27, 61, 139, 147, 180, 223, 269,

brief outline of TASC

301, 309

framework 251

Trickey, S. 162–163

description and intended use

TRIZ Theory of Inventive Problem

259–260

Solving 305–306

evaluation 261–265

and creativity 131

debt to Vygotsky 264

and Six Thinking Hats 137

recommendation 302–303

generic nature of 127

summary 265

Williams, F. 176

van Gelder, T. 30, 132

brief outline of framework 47

Velmans, M. 16

description and intended

Verloop, N. 302, 304, 306–307

use 71–73

for framework, see Vermunt, J.

evaluation 73–74

Vermunt, J. 302, 304–305, 307

summary 74–75

brief outline of framework 252

comparison with Pintrich’s

Yates, C. see Gouge, K.

framework 280

description and intended use

Zeidner, M. 13

278–280

Zimmerman, B. 13–14, 237, 241