EDUCATIONAL PSYCHOLOGY: A CENTURY OF CONTRIBUTIONS This page intentionally left blank EDUCATIONAL PSYCHOLOGY: A CENTURY OF CONTRIBUTIONS Edited by Barry J. Zimmerman City University of New York Graduate Center Dale H. Schunk University of North Carolina at Greensboro A project of Division 15 (Educational Psychology) of the American Psychological Association EA LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2003 Mahwah, New Jersey London Senior Acquisitions Editor: Naomi Silverman Assistant Editor: Lori Hawver Cover Design: Kathryn Houghtaling Lacey Textbook Production Manager: Paul Smolenski Full-Service Compositor: TechBooks Text and Cover Printer: Sheridan Books, Inc. This book was typeset in 10/12 pt. Times, Italic, Bold, Bold Italic. The heads were typeset in Americana, Italic and Bold. Copyright © 2003 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Library of Congress Cataloging-in-Publication Data Educational psychology : a century of contributions / edited by Barry J. Zimmerman, Dale H. Schunk. p. cm. Includes bibliographical references and index. ISBN 0-8058-3681-0(case: alk. paper)—ISBN0-8058-3682-9(pbk. : alk. paper) 1. Educational psychology—History. 2. Educators—Biography. 3. Psychologists—Biography. I. Zimmerman, Barry J. II. Schunk, Dale H. LB1051 .E36214 2003 370.15—dc21 2002010674 Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability. Printed in the United States of America 10 9 8 7 6 5 4 32 Table of Contents Preface vii Contributors xi PART I: THE FOUNDING PERIOD: 1890 TO 1920 1. Educational Psychology From 1890 to 1920 3 Vernon C. Hall, Syracuse University 2. William James: Our Father Who Begat Us 41 Frank Pajares, Emory University 3. Alfred Binet's Contributions to Educational Psychology 65 Linda Jarvin and Robert J. Sternberg, Yale University 4. The Development of Dewey's Psychology 81 Eric Bredo, University of Virginia 5. E. L. Thorndike's Enduring Contributions to Educational Psychology 113 Richard E. Mayer, University of California, Santa Barbara 6. Lewis M. Terman: A Pioneer in the Development of Ability Tests 155 John F. Feldhusen, Purdue University 7. Maria Montessori: Contributions to Educational Psychology 171 Gerald L. Gutek, Loyola University at Chicago PART II: THE RISE TO PROMINENCE: 1920 TO 1960 8. The Rise to Prominence: Educational Psychology 1920-1960 189 J. William Asher, Purdue University 9. Lev S. Vygotsky on Education: A Cultural-Historical, Interpersonal, and Individual Approach to Development 207 Jonathan Tudge and Sheryl Scrimsher, The University of North Carolina at Greensboro v vi TABLE OF CONTENTS 10. B. F. Skinner: A Behavior Analyst in Educational Psychology 229 Edward K. Morris, University of Kansas 11. Jean Piaget, Learning Research, and American Education 251 C. J. Brainerd, University of Arizona 12. Lee J. Cronbach's Contributions to Educational Psychology 289 Haggai Kupermintz, University of Colorado at Boulder 13. The Legacy of Robert Mills Gagne 303 Peggy A. Ertmer, Purdue University, Marcy P. Driscoll and Walter W. Wager, Florida State University PART III: EDUCATIONAL PSYCHOLOGY IN THE MODERN ERA: 1960 TO PRESENT 14. Educational Psychology in the Modern Era: 1960 to the Present 333 Michael Pressley with Alysia Roehrig, University of Notre Dame 15. Benjamin S. Bloom: His Life, His Works, and His Legacy 367 Lorin W. Anderson, University of South Carolina 16. Toiling in Pasteur's Quadrant: The Contributions of N. L. Gage to Educational Psychology 391 David C. Berliner, Arizona State University 17. From The Process of Education to The Culture of Education: An Intellectual Biography of Jerome Bruner's Contributions to Education 409 Nancy C. Lutkehaus, University of Southern California and Patricia Greenfield, UCLA 18. Albert Bandura: The Scholar and His Contributions to Educational Psychology 431 Barry J. Zimmerman, City University of New York Graduate Center and Dale H. Schunk, University of North Carolina at Greensboro 19. Ann L. Brown: Advancing a Theoretical Model of Learning and Instruction 459 Annemarie Sullivan Palincsar, University of Michigan Author Index 477 Subject Index 487 Preface This edited book examines the emergence of the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific sta- tus at the dawn of the 21st century. The history of the discipline will be discussed in terms of three eras: a founding period (1890 to 1920), a rise to prominence period (1920-1960), and a modern period (1960 to the present). Each period com- mences with an overview chapter describing it in terms of key social, political, and historical events affecting educational theory, research, and practice. In addi- tion, the authors of overview chapters describe major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology. To understand this history in more personal terms, we included biographical chapters of individuals who made seminal contributions to the discipline during each period. We want readers to know these pioneering scholars as real humans who responded to the challenges of their time in personal and collective ways that changed the course of educational psychology. These biographical chapters include a description of the scholar's life—including historical events, social influences, and his or her personal reactions. The authors also describe major psychological contributions of the scholar to the field of education in terms of theory, research, and practice. Finally, the authors provide a description of the scholar's impact and legacy. This biographical approach was designed to extend beyond traditional vii viii PREFACE descriptions of a scholar's theory and research to include insights regarding con- tributing events in his or her personal life. A special effort was made to describe intellectual events leading to a scholar's most prominent ideas and scientific dis- coveries when possible. In making these discoveries, many scholars had to struggle to overcome significant barriers of race, gender, religion, geographic region, or so- cial status. Understanding the history of the discipline in human as well as scientific terms is especially important for young scholars who aspire to contribute to the discipline during the 21st century. Although this book is, to our knowledge, the most comprehensive effort to capture this history to date, it is not the first effort to render a historical account- ing for the field of educational psychology. There are several influential prior chapter-length articles (e.g., Hilgard, 1996; O'Donnell & Levin, 2001; Walberg & Haertel, 1992), which focused on chronological changes in research topics, theories, methodologies, and findings. An advisory committee of the Educational Psychology Division of the American Psychological Association (Division 15) identified 16 scholars for inclusion in this book whose ideas and discoveries were judged to have greatly shaped the nature and direction of the discipline. These scholars were winnowed by the committee from a list of more than 60 nominees who made important contributions to the field. Because the historical impact of a scholar is often difficult to judge dur- ing his or her lifetime, the contributions of other scholars living near the end of the 20th century were undoubtedly underestimated and will be recognized more widely after the passage of time. The overview chapters were designed to comple- ment the biographical chapters by describing the contributions of a broad range of scholars during each of the three major periods. The members of the advi- sory committee were: David Berliner, Anita Wolfolk Hoy, Richard Mayer, Wilbert McKeachie, Michael Pressley, the late Richard Snow, Claire Ellen Weinstein, and Joanna Williams. We would like to thank these committee members for their par- ticipation in the selection process and their helpful suggestions regarding authors for the various chapters. We are especially grateful to committee members who agreed to write chapters in this volume themselves. Authors were chosen for each chapter who had particular expertise regarding the scholar or general period in question. Many of the authors of biographical chapters knew and worked personally with scholars who lived in the last half of the twentieth century. It was a special pleasure for us, as editors, to read these informative chapters, and we would like to thank the authors for their dedication and skill in capturing and explaining the contributions of these exemplary scholars. Finally, we would like to thank the Executive Committee of Division 15 (Educational Psychology) of the American Psychological Association for their generous support for this historic book. PREFACE ix REFERENCES Hilgard, E. R. (1996). History of educational psychology. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 990-1004). New York: Macmillan. O'Donnell, A. M., & Levin, J. R. (2001). Educational psychology's health growing pains. Educational Psychologist, 36, 73-82. Walberg, H. J., & Haertel, G. D. (1992). Educational psychology's first century. Journal of Educational Psychology, 84, 6-19.