Predicting Mathemathanic Effects in the Teaching of Higher-Order Thinking Skills

Ways for predicting the sometimes negative or "mathemathanic" effects of attempts to teach thinking and learning skills are discussed. It is argued that these effects may be explained by theories that model cognitive skills as organized systems of production rules, and predicted by measures of fluid and crystallized abilities. Implications of the ATI perspective and of a production system model of cognitive skills for other controversies that have attended recent attempts to teach higher-order thinking skills are also discussed.

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