When, just a few years ago, I was given the responsibility of planning a course in educational psychology, I very quickly made two decisions: (1) that it would be a course in psychology, not pedagogical methods, and (2) that it would have some focus.
I was surprised and delighted to find both the psychology and the focus in a collection of works that had been around for a long time. I had heard of Piaget, of course, for many years; but earlier, those who referred to him at all always did so with more than a modicum of condescending tolerance. Recently, however, I have detected a cognitive trend in the literature: more American psychologists have been directing their search for a theoretical model away from the laboratory rat and toward the electronic computer. I also discovered that many more writers