Conscious Reflection and Implicit Learning in Teacher Preparation. Part I: Recent light on an old issue

Oxford Review of Education

Volumn 25, Issue 3, 1999, Pages 405-424

  Tomlinson, Peter ^a  

^a UNIVERSITY OF LEEDS   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0347128522     PISSN: 03054985     EISSN: None     Source Type: Journal    
DOI: 10.1080/030549899104062     Document Type: Article

References (72)

1. ANDERSON, J.A. (Ed) (1981) Cognitive Skills and their Acquisition (Hillsdale, NJ, Lawrence Erlbaum Associates).
2. ANDERSON, J.A. (1990) Cognitive Psychology and its Implications Third edition (New York, Freeman).
3. ANNING, A. (1988) Teachers' theories about children's learning, in: J. CALDERHEAD (Ed.) Teachers' Professional Learning (London, Cassell).
4. ARGYRIS, C. & SCHÖN, D.A. (1974) Theory into Practice: increasing professional effectiveness (San Francisco, Jossey-Bass).
5. BECHTEL, W. & ABRAHAMSEN, A. (1991) Connectionism and the Mind: an introduction to parallel processing (Cambridge, MA, Blackwell).
6. BENNETT, S.N. (1976) Teaching Styles and Pupil Progress (London, Open Books).
7. BEREITER, C. (1991) Implications of connectionism for thinking about rules, Educational Researcher, 20, pp. 10-16.
8. BEREITER, C. & SCARDAMALIA, M. (1989) Intentional learning as a goal of instruction, in: L.B. Resnick (Ed.) Knowing, Learning and Instruction: essays in honor of Robert Glaser (Hillsdale, NJ, Lawrence Erlbaum Associates).
9. BEREITER, C. & SCARDAMALIA, M. (1993) Surpassing Ourselves: an inquiry into the nature and implications of expertise (Chicago & La Salle, Illinois, Open Court Publishing Company).
10. BEREITER, C. & SCARDAMALIA, M. (1996) Rethinking learning, in: D.R. OLSON & N. TORRANCE (Eds) The Handbook of Education and Human Development (Oxford, Blackwell).
11. BERRY, D.C. (1991) The role of action in implicit learning, Quarterly Journal of Experimental Psychology, 43, pp. 881-906.
12. BERRY, D.C. (1996) How implicit is implicit learning? in: G. UNDERWOOD (Ed.) Implicit Cognition (Oxford, Oxford University Press).
13. BERRY, D.C. (Ed.) (1997) How Implicit is Implicit Learning? (Oxford, Oxford University Press).
14. BERRY, D.C. & BROADBENT, D.E. (1988) Interactive tasks and the implicit-explicit dimension, British Journal of Psychology, 79, pp. 251-272.
15. BERRY, D.C. & BROADBENT, D.E. (1990) The role of instruction and verbalisation in improving performance on complex tasks, Behaviour and Information Technology, 9, pp. 175-190.
16. BERRY, D.C. & DIENES, Z.P. (1993) Implicit learning: theoretical and empirical issues (Hove, Lawrence Erlbaum Associates).
17. BOREHAM, N.C. (1994) The dangerous practice of thinking, Medical Education, 28, pp. 172-179.
18. BRUNER, J.S. (1996) The Culture of Education (Cambridge, MA, Harvard University Press).
19. CALDERHEAD, J. (Ed.) (1987) Exploring Teacher Thinking (London, Cassell).
20. CALDERHEAD, J. (1989) Reflective teaching and teacher education, Teaching & Teacher Education, 5, pp. 43-51.
21. CALDERHEAD, J. (Ed.) (1995) Teachers: beliefs and knowledge, in: D.C. BERLINER & R.C. CALFEE (Eds) Handbook of Educational Psychology (New York, Simon & Schuster Macmillan).
22. CALDERHEAD, J. & SHORROCK, S.B. (1997) Understanding Teacher Education: case studies in the professional development of beginning teachers (London, Falmer Press).
23. CARTER, K. (1990) Teachers' knowledge and learning to teach, in: W.R. HOUSTON (Ed.) Handbook of Research on Teacher Education (New York, Macmillan).
24. CARTER, K. (1993) The place of story in the study of teaching and teacher education, Educational Researcher, 22, pp. 5-12.
25. CLARK, C. & PETERSON, P. (1986) Teachers' thought processes, in: M.C. WITTROCK (Ed.) Handbook of Research on Teaching. Third Edition (New York, Macmillan).
26. CLAXTON, G. (1997) Hare Brain, Tortoise Mind: why intelligence increases when you think less (London, Fourth Estate).
27. CLEEREMANS, A. (1997) Principles for implicit learning, in: D.C. BERRY (Ed.) How Implicit is Implicit Learning?, pp. 195-234 (Oxford, Oxford University Press).
28. DE CORTE, E. & WEINERT, F.E. (Eds) (1996) International Encyclopedia of Development and Instructional Psychology (Oxford, Pergamon).
29. DEMSETZ, E. (1995) Developing and evaluating a characterisation of thought for a microanalysis of students' learning in science (unpublished PhD thesis, University of Leeds).
30. DIENES, Z.P. & ALTMAN, G. (1997) Transfer of implicit knowledge across domains: how implicit and how abstract? in: D.C. BERRY (Ed.) How Implicit is Implicit Learning? (Oxford, Oxford University Press).
31. DREYFUS, H.L. & DREYFUS, S.E. (1986) Mind over Machine: the power of human intuition and expertise in the era of the computer (New York, Macmillan).
32. D'YDEWALLE, GARY (1996) Implicit memory and learning, in: E. DE CORTE & F.E. WEINERT (Eds) International Encyclopedia of Developmental and Instructional Psychology (Oxford, Pergamon).
33. ERAUT, M. (1994) Developing Professional Knowledge and Competence (London, Falmer Press).
34. ERAUT, M. (1995) Schön shock: a case for reframing reflection-in-action? Teachers and Teaching: Theory and Practice, 1, pp. 9-22.
35. EYSENCK, M.W. & KEANE, M. (1995) Cognitive Psychology: a student's handbook, 3rd edition (London, Erlbaum (UK) Taylor & Francis).
36. FITTS, P.M. & POSNER, M.I. (1967) Human Performance (Belmont, California, Brooks/ Cole Publishing Company).
37. FREEMAN, D. (1994) 'Interteaching' and the development of teachers' knowledge, Perspectives, 20, pp. 5-16.
38. GELLATLY, A. (Ed.) (1986) The Skilful Mind: an introduction to cognitive psychology (Milton Keynes, Open University Press).
39. GILROY, P. (1993) Reflections on Schön: an epistemological critique and a practical alternative, in: P. GILROY & M. SMITH (Eds) International Analyses of Teacher Education. JET Papers One (Oxford, Carfax Publishing Company).
40. KARMILOFF-SMITH, A. (1992) Beyond Modularity: a developmental perspective on cognitive science (Cambridge, MA, MIT Press).
41. LEWICKI, P., CZYZEWSKA, M. & HILL, T. (1997) Nonconscious information processing and personality, in: D.C. BERRY (Ed.) How Implicit is Implicit Learning? (Oxford, Oxford University Press).
42. MCGEORGE, P. & BURTON, A.M. (1989) The effects of concurrent verbalisation on performance in a dynamic systems task, British Journal of Psychology, 80, pp. 455-465.
43. MCINTYRE, D., HAGGER, H. & BURN, K. (1994) The Management of Student Teachers' Learning: a guide for professional tutors in secondary schools (London, Kogan Page).
44. MILLER, G. A. (1956) The magical number seven, plus or minus two: some limits on our capacity for processing information, Psychological Review, 63, pp. 81-97.
45. MILLER, G.A., GALANTER, E. & PRIBRAM, K. (1961) Plans and the Structure of Behavior (New York, Holt, Rinehart & Winston).
46. NORRIS, D. (1991) The constraints on connectionism, The Psychologist: Bulletin of the British Psychological Society, 4, pp. 293-296.
47. ORCHARD, G.A. & PHILLIPS, W.A. (1991) Neural Computation: a beginner's guide (Oxford, Blackwell).
48. OHLSSON, S. (1996) Declarative and procedural knowledge, in: E. DE CORTE & F.E. WEINERT (Eds) International Encyclopedia of Developmental and Instructional Psychology (Oxford, Pergamon).
49. PERKINS, D.N. & SALOMON, G. (1996) Learning transfer, in: E. DE CORTE & F.E. WEINERT (Eds) International Encyclopedia of Developmental and Instructional Psychology (Oxford, Pergamon).
50. PERNER, J. (1996) An overview of cognitive development, in: E. DE CORTE & F.E. WEINERT (Eds) International Encyclopedia of Developmental and Instructional Psychology (Oxford, Pergamon).
51. PIAGET, J. (1976) The Grasp of Consciousness: action and concept in the young child (Cambridge, MA, Harvard University Press).
52. PIERCE, C.S. (1931) The Collected Papers of C.S. Pierce (Cambridge, MA, Cambridge Press).
53. PLAUT, D.C. & SHALLICE, T. (1994) Connectionist Modelling in Cognitive Neuropsychology: a case study (Hove, Lawrence Erlbaum Associates).
54. POLANYI, M. (1967) The Tacit Dimension (New York, Doubleday).
55. REASON, J. (1990) Human Error (Cambridge, Cambridge University Press).
56. REBER, A.S. (1993) Implicit Learning and Tacit Knowledge: an essay on the cognitive unconscious (New York, Oxford University Press).
57. ROEDIGER, H.L. (1990) Implicit memory: retention without remembering, American Psychologist, 45, pp. 1043-56.
58. ROSCH, E.H. (1978) Principles of categorization, in: E.H. ROSCH & B.B. LLOYD (Eds) Cognition and Categorization (Hillsdale, NJ, Lawrence Erlbaum Associates).
59. RUMELHART, D., MCCLELLAND, J.L. & the PDP RESEARCH GROUP (Eds) (1986) Parallel Distributed Processing: explorations in the microstructure of cognition (vol. 1) Foundations (Cambridge, MA, MIT Press).
60. RYLE, G. (1949) The Concept of Mind (London, Hutchinson).
61. SANDERS, J.T. & MCPECK, J.E. (1976) Theory into practice or vice versa? Comments on an educational antinomy. Journal of Educational Thought, 10, pp. 188-193.
62. SCHÖN, D.A. (1983) The Reflective Practitioner: how professionals think in action (New York, Basic Books).
63. SIMONS, P.R-J. (1996) Metacognition, in: E. DE CORTE & F.E. WEINERT (Eds) International Encyclopedia of Developmental and Instructional Psychology (Oxford, Pergamon).
64. STANLEY, W.B., MATTHEWS, R.C., BUSS, R.R. & KOTLER-COPE, S. (1989) Insight without awareness: on the interaction of verbalisation, instruction, and practice in a simulated process control task, Quarterly Journal of Experimental Psychology, 41, pp. 553-577.
65. SUBBOTSKY, E.V. (1996) The Child as Cartesian Thinker: children's reasoning about metaphysical aspects of reality (Hove, Psychology Press).
66. TOMLINSON, P.D. (1995) Understanding Mentoring: reflective strategies for school-based teacher preparation (Buckingham, Open University Press).
67. TOMLINSON, P.D. (1998) Teacher education and psychologies of skill, in: D. SHORROCKS-TAYLOR (Ed.) Directions in Educational Psychology (London, Whurr Publishers).
68. UNDERWOOD, G. & BRIGHT, J.E. (1996) Cognition with and without awareness, in: G. UNDERWOOD (Ed.) Implicit Cognition (Oxford, Oxford University Press).
69. WELFORD, A.T. (1968) Fundamentals of Skill (London, Methuen).
70. WINNE, P.H. & BUTLER, D.L. (1996) Student cognitive processing and learning, in: E. DE CORTE & F.E. WEINERT (Eds) International Encyclopedia of Developmental and Instructional Psychology (Oxford, Pergamon).
71. WITTROCK, M.C. (Ed.) (1986) Handbook of Research on Teaching. Third edition (New York, Macmillan).
72. ZEITZ, C.M. & GLASER, R. (1996) Expert knowledge and performance, in: E. DE CORTE & F.E. WEINERT (Eds) International Encyclopedia of Developmental and Instructional Psychology (Oxford, Pergamon).