research bridges the domains of cognitive development and educational psychology.
particular, I focus on using models of cognitive skills, such as program
a research report, to design instruction and assessment that will facilitate
and transfer in school contexts. Cognitive theories, such as ACTR
apprenticeship, form the basis for the modeling and design efforts, and
methodologies, such as task analysis and protocol analysis, are the
for my acquisition and transfer studies.
prior research, I collaborated with teachers in an urban school to design
curriculum and learning environment for middle school. The curriculum
interdisciplinary, via extended projects and presentations. The learning
consisted of essentially self-contained classes working collaboratively
adults (teachers, industry volunteers and researchers) who served as facilitators
coaches. Macintosh computers were used as tools for learning and as the
medium. Within this context, we conducted longitudinal studies of the
and transfer of research and communication skills using observation, interview,
protocol analysis techniques.
director of the Carnegie
Mellon Children's School, I am currently combining cognitive
instructional design and focused assessment to explore how young children's
problem solving skills can be enhanced to promote general transfer.
teachers and I are redesigning our three-year early childhood curriculum
framework to focus more directly on the cognitive processes and rich
base that provide an essential foundation for academic success after
These studies of complex skill acquisition and transfer in realistic contexts
to refine cognitive theories of learning and transfer. In addition, these
and other direct
of cognitive psychology to education are particularly important in the
difficulty experienced by even the youngest children in America's schools.