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Psychological Perspectives


by William D. Rohwer Jr. & Kathryn Sloane 1994

Given this rationale for the existence of the present chapter, we shall examine the Taxonomy from several psychological perspectives on learning, including those extant at the time the Taxonomy was aborning and those that emerged in succeeding decades up to the present reign of cognitive science. In doing so, we will focus on features of the Taxonomy that appear to presuppose one or another theoretical proposition about human learning or thinking.


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This article originally appeared as NSSE Yearbook Vol 93, No. 2.


Cite This Article as: Teachers College Record Volume 95 Number 6, 1994, p. 41-63
http://www.tcrecord.org ID Number: 19250, Date Accessed: 10/22/2017 4:09:12 AM

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About the Author
  • William Rohwer Jr.
    University of California, Berkeley
    WILLIAM D. ROHWER, JR. is Professor of Education and Dean of the Graduate School of Education at the University of California at Berkeley.
  • Kathryn Sloane
    University of California, Berkeley
    E-mail Author
    KATHRYN SLOANE is a Research Educator in the Graduate School of Education, University of California at Berkeley.
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