Graduate School of Education

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Subject: Education × Start date: 1960 × End date: 1979 ×

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  • Publication
    Review of R.V. Kail, Jr. and J.W. Hagen (Eds.), Perspectives on the Development of Memory and Cognition, and D.G. Bobrow and A. Collins (Eds.), Representation and Understanding: Studies in Cognitive Science
    (1978) Wagner, Daniel A; Wagner, Daniel A
    The use of narrative and other prose forms as a tool for investigating mental processes is not new. Psychologists such as Jean Piaget and F.C. Bartlett both used stories in research on complex cognitive skills in children and adults. However, with the advent of Ebbinghaus' monumental work on memory using "non-sense syllables," theoretical psychology turned away from the use of meaningful material. With the use of nonsense syllables, researchers hoped to isolate the variables of memory and individual content associations. Recently, there has been a renewal of interest in the study of narrative and memory due to the recognition that narrative taps certain processes that syllables and isolated words do not. In addition, narrative and memory studies have generated interest among those researchers concerned with the applicability of memory studies to educational settings.
  • Publication
    "Carpentered World" Hypothesis vs. Piaget: Revisiting the Illusions of Segall, Campbell and Herskovits
    (1979) Wagner, Daniel A; Wagner, Daniel A; Heald, Karen
    Individual and group differences in susceptibility to various visual illusions have interested psychologists at least since Binet (1895). At present, there appear to be at least two more-or-less competing explanations of the ontogeny of illusion suscpetibility: Piaget's (1969) "Law of Relative Centrations" and Segall, Campell and Herskovits' 91966) "Carpentered World" hypothesis. While these theories sometimes produce similar predications, they may also lead to contradictory ones.
  • Publication
    Cross-Cultural Salad: A Bit Mixed. Review of Neil Warren, Studies in Cross-Cultural Psychology
    (1978) Wagner, Daniel A; Wagner, Daniel A
    Neil Warren has put together a volume containing contributions from five well-known cross-cultural investigators. According to the foreword, this book was intended to meet "the need for detailed high-level presentations and evaluations of particular areas of enquiry in cross-cultural psychology . . ." (p. ix). And, Warren says, the book was designed primarily for graduate students and "professional peers" who are interested in cross-cultural psychology. the two inferred goals would be: (1) an up-to-date and detailed account of particular research domains and (2) coverage of a variety of topics useful for graduate-level courses. Despite some individual instances of excellence, the volume as a whole fails on both accounts. As the author admits, the volume was delayed so much that more recent chapters by the same investigators (covering much the same research) have already appeared or will soon appear elsewhere. Also, a paucity of only five unrelated contributions leaves the book scattered over a domain so large that only the cross-cultural eclectic would find each chapter of interest.