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David
Klahr received his undergraduate degree from MIT in Electrical Engineering
(1960),
and
his Ph.D. in 1968 from Carnegie Mellon's Graduate School of Industrial
Administration
(“GSIA”,
now the Tepper School of Business) in Organizations and Social Behavior.
From
1966-69, he was an Assistant Professor at the University of Chicago with
joint
appointments
in the School of Business and the Department of Mathematics.
In
1968 – 69 was a Visiting Research Fellow at the University of Stirling,
Scotland,
and
a Visiting Fulbright lecturer at the London School of Business. He returned
to
Carnegie
Mellon with joint appointment in GSIA and Psychology in 1969, and became
Professor
of Psychology in 1976. He served as Head of the Psychology Department
from
1983 to 1993, and is currently Director of the Program in Interdisciplinary
Education
Research
(PIER), a doctoral training grant funded by the Office of Education.
http://www.cmu.edu/pier
Throughout
his career, Klahr has focused on the analysis of complex cognitive
processes
in such diverse areas as voting behavior, college admissions, consumer
choice,
peer review, problem solving and scientific reasoning. He pioneered the
application
of information processing analysis to questions of cognitive development,
and,
in collaboration with Iain Wallace, formulated the first computer simulation
models
to
account for children's performance on a variety of Piagetian tasks and
other types
of
problems.
Dr.
Klahr's most recent research has investigated the cognitive processes that
support
children's
understanding of the fundamental principles underlying scientific thinking.
This
work includes both basic research with pre-school children and more applied
classroom
studies of how to improve the teaching of experimental science in elementary
school.
He has worked in a wide variety of schools in the Pittsburgh region, focusing
on
the
relative effectiveness of different instructional methods for teaching
children how to
design
and interpret simple experiments
He
is a Fellow of the APA, a Charter Fellow of the APS, on the Governing Board
of
the
Cognitive Development Society, a Member of the Society for Research in
Child
Development,
and the Cognitive Science Society. He was an Associate Editor of
Developmental
Psychology and has served on the editorial boards of several cognitive
science
journals, as well as on the NSF's subcommittee on Memory and Cognitive
Processes,
and the NIH's Human Development and Aging Study Section. His research
has
been supported by grants from the Spencer Foundation, the Social Science
Research
Council, the Office of Naval Research, the National Science Foundation,
NICHD,
The McDonnell Foundation, the A. W. Mellon Foundation, the J. M Cattell
Fund,
and
the Institute of Education Sciences.
He
has served on three Committees of the National Research Council: the Committee
on
Foundations of Educational Assessment (Knowing What Students Know,
National
Academies Press, 2001 ), the Committee on Research in Education
(Advancing
Scientific Research in Education, National
Academies Press, 2004 ) and
the
Committee on Science Learning (Taking Science to School: Learning and
Teaching
Science
in Grades K-8 , National Academies Press, 2007). He also serves as
member
of
the Advisory Board for the Brain, Mind & Behavior Program of the James
S. McDonnell
Foundation.
In 2007 he became the first member of CMU’s faculty to be elected to the
National
Academy of Education.
For
detailed information see Dr.
Klahr's personal web page.
last
updated 9/23/07 DK/AR/tc
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