David N. Perkins's research while affiliated with Harvard University and other places
What is this page?
This page lists the scientific contributions of an author, who either does not have a ResearchGate profile, or has not yet added these contributions to their profile.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
Publications (14)
sfer does not occur as frequently or as readily as we would like, then this poses a major problem for education. After all, the entire enterprise of formal education depends on transfer. We do not teach students arithmetic in school so that they can apply it on school quizzes and exams; we want them to put arithmetic to work in the world, making wi...
Transfer of learning occurs when learning in one context enhances (positive transfer) or undermines (negative transfer) a related performance in another context. Transfer includes near transfer (to closely related contexts and performances) and far transfer (to rather different contexts and performances) . Transfer is crucial to education, which ge...
Is invention really “99 percent perspiration and one percent inspiration” as Thomas Edison assured us? Inventive Minds assembles a group of authors well equipped to address this question: contemporary inventors of important new technologies, historians of science and industry, and cognitive psychologists interested in the process of creativity. In...
Is invention really “99 percent perspiration and one percent inspiration” as Thomas Edison assured us? Inventive Minds assembles a group of authors well equipped to address this question: contemporary inventors of important new technologies, historians of science and industry, and cognitive psychologists interested in the process of creativity. In...
Is invention really “99 percent perspiration and one percent inspiration” as Thomas Edison assured us? Inventive Minds assembles a group of authors well equipped to address this question: contemporary inventors of important new technologies, historians of science and industry, and cognitive psychologists interested in the process of creativity. In...
We examine how technologies, particularly computer technologies that aid in cognitive processing, can support intellectual performance and enrich individuals’ minds. We distinguish between effects with and of a technology: Effects with occur when people work in partnership with machines, whereas effects of occur when such partnerships have subseque...
In this paper we use simple inventions, often hand tools, to extract principles or heuristic of invention. Hand tools are particularly appropriate for our purpose. They constitute the oldest known record of the hominid mind at work, a data base in the form of stone tools that covers more than a million years. We maintain that the heuristic principl...
Recent findings of transfer and nontransfer in such areas as planning and problem management skills, computer programming instruction, and literacy-related cognitive skills reveal paradoxes that invite explanation. In this article, we separate the "how" of transfer—the mechanisms that lead to it—from the "what" of transfer—the kind of knowledge and...
Effective problem solving, sound decision making, insightful invention—do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general strategies? Over the past thirty years, considerable research and controversy have surrounded this issue. An historical sketch of the arguments for the strong s...
Focuses on the importance of applying knowledge and skills learned by students in one context to other situations. Significance of the technique in education; Problems associated with the technique; Model used to estimate the prospects of teaching for transfer. INSET: Must We Choose Between Cultural Literacy and Critical Thinking?.
Investigations of the impact of programming instruction on cognitive skills have yielded occasional positive and many negative findings. To interpret the mixed results, we describe two distinct mechanisms of transfer–“low road” transfer, resulting from extensive practice and automatization, and “high road” transfer, resulting from mindful generaliz...
Citations
... The Covid-19 pandemic has raised serious issues in education and reopened many basic assumptions for consideration. There were very high expectations that learning in an online environment would bring a revolution in education in the twenty-first century, but this revolution has not eventuated (Salomon & Perkins, 1996). To date, there are no definitive research answers on the effects of learning in an online environment, and many new questions related to this have been opened during the pandemic. ...
... These observations are noteworthy because they suggest that studies of creativity should also examine when, and how, people work with incidents of failure. Indeed, prior studies of eminent achievement suggest the ways in which people work with incidents of failure may be of importance to creative problem-solving (Weber & Perkins, 1992). ...
... (Knowledge) transfer, critical thinking and problem-solving. Transfer, critical thinking and problem-solving are all recognized as important skills in relation to higher-order thinking (Lewis and Smith 1993;Brookhart 2010: 3;Kereluik et al. 2013: 130); there is an overwhelming amount of literature dealing with these three skills taken alone or in some combination, for example, transfer and problem-solving (Salomon and Perkins 1987), transfer and critical thinking (Lai 2011), and critical thinking and problem-solving (Ennis 1987;Wade 1995;Angelo 1995;Willingham 2007). ...
Reference: Higher-order Thinking Skills and Metaphor
... Unlike cooperative learning, which emphasises labour division and parallelism, collaborative learning manifests the inherently social nature of learning through peer-directed interaction. Knowledge is thus built through collaboration (Chen et al., 2018;Dillenbourg et al., 1996;Mercer et al., 2010;Salomon & Perkins, 1998). Problem-solving is typically viewed as a process in which individuals attempt to achieve a goal when the solution is unclear (Hesse et al., 2015). ...
... A core aspect of problem-solving is rule knowledge that highlights logical problem aspects (Luo & Niki, 2003), which can be related to domain-specific content. Some researchers consider domainspecific content knowledge as the main factor contributing to successful problem-solving (cf. the seminal work by Chi et al., 1982;Perkins & Salomon, 1989), while others consider domain-general aspects, such as fluid and crystallized intelligence, crucial for problem-solving (Greiff et al., 2014;Mehadi Rahman, 2019). ...
... First, when deployed to support learning, AI technologies may augment human capability in performing the task, while also enabling humans to learn from the AI-supported experience. When discussing intelligent technologies for human cognition in the early 1990s, Salomon et al. (1991) distinguish between two concepts: effects with technology when humans work in partnership with machines, and effects of technology shown when humans subsequently work without technology. They invite the reader to consider: "[T]he possible impact of a truly intelligent word processor: On the one hand, students might write better while writing with it; on the other hand, writing with such an intelligent word processor might teach students principles about the craft of writing that they could apply widely when writing with only a simple word processor; this suggests effects of it." ...
... This may be a good way of capturing the interrelated structure of cultural traits noted above, as well as bringing in the Response/Mesoudi, Whiten & Laland: Towards a unified science of cultural evolution evo-devo approach discussed earlier (indeed, recipes are also a common metaphor for how genes operate: Dalton 2000; Ridley 2003). Cognitive psychologists (Weber et al. 1993; Weber & Perkins 1989) have independently arrived at a similar concept to the recipe using schema theory, where an artifact is seen as a " frame " which has variable " slots " (representing the ingredients or physical characteristics of the artifact) and which is associated with " action scripts " (the behavioural rules required to make or use the artifact). Plotkin (1999; makes a similar point that cultural traits are best conceived of as hierarchically organised knowledge structures such as schemas, scripts, or frames (although it remains to be seen whether these concepts apply to other aspects of culture, such as organisations: Knudsen & Hodgson). ...
... Another limitation of the current study is the absence of a follow-up. Using the methodology that was previously mentioned, it would be helpful to collect data three months after the intervention and explore whether the changes were maintained over time [46,49] or to analyze the students' abilities to recall the contents that were learned in the intervention to solve complex problems in new situations (i.e., backward-reaching transfer [98]). This is particularly important in school transitions, when students face new educational challenges [90,99,100]. ...
... El método del caso, al presentar situaciones del mundo real, puede facilitar la transferencia de conocimiento a problemas reales que los ingenieros puedan enfrentar en sus carreras (Perkins & Salomon, 1988). ...
... The study suggests a crucial aspect that successful transfer of composition knowledge should involve changes in writing instruction. Perkins and Salomon (1992) explain that learning transfer takes place when learning in one context improves or weakens relevant outcome in a different context, providing specific types of transfer: near transfer (to closely associated contexts and performances) and far transfer (to fairly different contexts and performances). Near learning transfer occurs between similar contexts, such as instruction to the outcome in the same instructional context, while far learning transfer may occur be-tween contexts that seem remote to one another. ...
