||Lauren B. Resnick
Learning Research and Development Center University of Pittsburgh Pittsburgh, PA 15260 4126247485
￼A.B., History (magna cum laude, Radcliffe History Prize): Radcliffe College, 1957 A.M., Teaching: Harvard Graduate School of Education, 1958
Ed.D., Research in Instruction: Harvard Graduate School of Education, 1962
University of Pittsburgh: University Professor, Psychology /Cognitive Science
Learning Research and Development Center, University of Pittsburgh Director, 1977present; Associate Director, 197377; Director of Research and Development, 197273; Research Associate, 196672
Institute for Learning, LRDC, University of Pittsburgh: Founder and Director
Department of Psychology, University of Pittsburgh Professor, 19772006; Associate Professor, 197177; Assistant Professor, 196671
Achieve, Inc.: Senior Associate,
Center for Philosophy of Science, University of Pittsburgh: Resident Fellow
School of Education, University of Pittsburgh
Professor, 19772005; Associate Professor, 197177; Assistant Professor, 196671
New Standards, CoFounder and CoDirector
National Center on Education and the Economy, Senior Fellow
Basic Systems, Inc.: Senior Scientist and Staff Consultant
City University of New York, Office of Research and Evaluation, Division of Teacher Education: Lecturer
Harvard University Committee on Programmed Instruction and Laboratory for Research in Instruction: Research Associate
American School of Paris: Teacher
1999present 1989present 19662005
19901999 19961999 19631966
American Association for the Advancement of Science: Fellow
American Educational Research Association:
Vice President, Division of Learning and Instruction, 19781980 Program Chair, 1974
American Psychological Association: Fellow, Divisions of Experimental Psychology, Developmental Psychology, Educational Psychology, Experimental Analysis of Behavior,
and General Psychology:
President, Division of Educational Psychology, 19791980 Publications and Communications Board, 19982003
American Psychological Society: Fellow
Cognitive Science Society
International Academy of Education
International Association of Applied Psychology
International Group in the Psychology of Mathematics Education International Society for the Study of Behavioral Development National Academy of Education
National Council of Teachers of Mathematics
The Psychonomic Society
Sigma Xi, The Scientific Research Society of North America
Society for Research in Child Development: Publications Committee, 19831985
Honors and Special Professional Activities
Founding Editor: Research Points, American Educational Research Association, 2002present
Founding Editor: Cognition and Instruction, 19821993
Editorial Boards (varying periods, 1966present): Developmental Review, Educational Assessment, Educational Psychologist, European Journal of Psychology of Education, Journal of Educational Psychology, Intelligence, Journal of Applied Developmental Psychology, American Journal of Education, International Journal of Direct Instruction, Cognitive Development, Mathematical Cognition, Infancia y Apprendizaje (Barcelona), American Educational Research Journal (Section on Teaching, Learning and Human Development), Substratum (Barcelona), Didaskalia (Lyon, France)
￼Boards and Commissions
PRTLI Steering Committee Advisory Board, 20032004
Journal of Research in Professional Learning, Review Board, September 2003
Advisory Board, Mayor’s Commission on Pittsburgh Public Education, 20022004
Helsinki Collegium for Advanced Study, Academic Advisory Board, 2001
American Psychological Association, Publications and Communications Board, 19982003
The College Board, National Task Force on Minority High Achievement, 19972000
Carnegie Task Force on Learning in the Primary Grades, 19941996
Smithsonian Council, 19942000
Board of Overseers, Harvard University, 19921998
Advisory Board, SCANS/2000 Program, The Johns Hopkins University Institute for Policy Studies, 1992
Secretary's Commission on Achieving Necessary Skills (SCANS), U. S. Department of Labor, 1990 1992
National Education Goals Panel, Chair of the Resource Group on Student Achievement, 1991 National Council on Education Standards and Testing, 1991
Board of Trustees, National Center on Education and the Economy, 19882000
Commission on the Skills of the American Workforce, 19891990
Carnegie Commission on Science, Technology, and Government Task Force on Precollege Science and Mathematics Education, 19901991
Advisory Board, The Literacies Institute, 19891992
Federation of Behavioral, Psychological, and Cognitive Sciences, Science Seminar Committee, 1986 1989
Board of Trustees, Carnegie Foundation for the Advancement of Teaching, 19791987
National Research Council:
Committee on Title 1 Testing and Assessment, 19981999
Mathematical Sciences Education Board, National Academy of Sciences, 19871990
Chair, Working Panel on Cognitive Skill Instruction, 19841986
Commission on Behavioral and Social Sciences and Education, National Academy of Sciences, 1983
Committee on Child Development Research and Public Policy, 19811984 Committee on Ability Testing, 19781981
Panel on Selection and Placement of Students in Programs for the Mentally Retarded, 19801981
Conseil Scientifique, Centre Mondial Informatique, Paris, 19841986
￼Educational Broadcasting Corporation, Consultant to Learning Laboratory and Quantum Physics Project, 19841986
Advisory Panel, Institute for Research on Teaching, Michigan State University, 19851986 Elementary Education Study Commission, Department of Education, 19851986
Board of Trustees, Educational Testing Service, 19821984
National Children's Television Workshop, Research Advisory Committee, 19711973; 1984 Scientific Advisory Board, Center for the Study of Reading, University of Illinois, 19771982 Secondary Schools Panel, Carnegie Foundation for Advancement of Teaching, 19801982 Council for the Review of the National Assessment of Educational Progress, 1981
Panel Chair, Planning Conference on Essential Skills, National Institute of Education, 1974 Research Advisory Committee, National Program on Early Childhood Education, 19711973
Fellowships and Awards
American Psychological Association 2007 Distinguished Contribution of Applications of Psychology to Education and Training
Lifetime National Associate of the National Academies of Science, Engineering and Medicine
Visiting Scholar, The College Board, 20012002
Oeuvre Award for Outstanding Contributions to the Science of Learning and Instruction, European Association for Research on Learning and Instruction, 1999
Edward L. Thorndike Award for Distinguished Psychological Contributions to Education, American Psychological Association, 1998
Distinguished Daughters of Pennsylvania, 1994
Phi Beta Kappa Visiting Scholar, 19931994
Chancellor's Distinguished Public Service Award, University of Pittsburgh, 1993
Fulbright Commission Research Scholar, The University of Gothenburg, Sweden, 19911992
Docteur es sciences de l'education honoris causa, Universite de Geneve, Switzerland, June 1991
Award for Distinguished Contributions to Research in Education, American Educational Research Association, 1990
Alumni Council Award for the Distinguished Contribution to the Field of Education, Harvard Graduate School of Education, 1990
Award for best research article in the Journal for Research in Mathematics Education, National Council of Teachers of Mathematics, 1989
Medal for Distinguished Service, Teachers College, Columbia University, 1988
Jerome S. Bruner Award from the Please Touch Museum for Children, 1984
Fellow, Center for Advanced Study in the Behavioral Sciences, Palo Alto, CA, 19761977
￼Visiting Fellow, National Institute of Education, Washington, DC, 19741975
Invited Lecturer, Department of Education, Goteborg University, Goteborg, Sweden, October 2007 Invited Lecturer, EARLI conference, Budapest, Hungary, August, 2007
Organizer, EARLI Executive Committee, Athens, Greece, April 2007
Keynote Speaker, Kent Primary Head Teachers Conference, Ashford, Kent England, 2006
Invited Lecturer, Centre for Research on Teaching and Training, Rome Fiumicino, Italy, 2005 Invited Lecturer, International Academy of Education conference, Leuven, Belgium, 2004 Invited lecturer, EARLI conference, Padova, Italy, 2003
Forum Fellow, National College for School Leadership Forum, Nottingham, England 2002 Invited lecturer, EARLI conference, Zurich, Switzerland, 2001
Keynote lecturer, Economic and Social Research Council conference, Leicester, England, 2000 Keynote lecturer, Calouste Gulbenkian Foundation conference, Lisbon, Portugal, 2000
Taught short course, Faculdad Latinoamericano de Ciencias Sociales, Buenos Aires, 2000 Lectures, Universidad Catolica, Santiago, Chile, 2000
Keynote lecturer, Bank of Sweden Tercentenary Foundation conference, Stockholm, 2000 Keynote lecturer, Taiwan National Association in Science Education, Taipei, 1999
Forum Fellow, World Economic Forum, Davos, Switzerland, 1999
Visiting Professor, University of Helsinki, Finland, 1998
Organizer, Johann Jacobs Foundation conference, Marbach Castle, Öhningen, Germany, 1997
Keynote Address, Onderwijsresearchdagen (DutchFlemish Educational Research Council), Leuven, Belgium, 1997
Keynote Lecturer, National Taiwan Normal University, Taipei, 1996
Member, Australian Research Council research funding review panel, Canberra, 1996
Invited Lecturer and member of Commité d’Honneur, The Growing Mind Congress, Geneva, Switzerland, 1996
Speeches, National Industry Education Forum series, Sydney/Perth/Melbourne, Australia, 1995 Keynote Lecturer, Entretiens de la Sorbonne, Paris, 1994
Keynote Address, Jean Piaget Archives, Geneva, Switzerland, 1994
Keynote Speaker, Jena University, Jena, Germany, 1994
Director, NATO Advanced Research Workshop, Lucca, Italy, 1993
￼Organizer/leader, Study Mission on National and State Standards and Assessment Systems, Australia, 1993
Consultant, Organization for Economic Cooperation and Development, Stockholm, 1993 Organizer/leader, National Science Council of the Republic of China conference, Taiwan, 1993 Invited Lecturer, Fondation Des Treilles, Nice, France, 1993
Consultant, French Ministry of National Education and Culture, Paris, 1993
Invited Lecturer, Ministry of Education, Stockholm, Sweden, 1992
Invited Lecturer, Universite de Geneve, Switzerland, 1991
Invited Lecturer, Resource Center for Science and Engineering, Puerto Rico, 1991
Invited Lecturer, Universita degli Studi di Roma “La Sapienza,” Rome, 1990
Invited Address, Second Meeting of the Greek Psychological Association, 1990
Lectures, Universities of Paris, Marseilles, and AixenProvence, France, 1989
Lectures, University of Rome, 1989
Lectures, Tel Aviv and Haifa Universities, Israel, 1988
Lectures, Federal University of Pernambuco, Brazil, 1988
Thesis Committee Referee, Goteborgs Universitet, Sweden, 1987
Lectures, Beijing, Hangzhou, and Beijing Normal Universities, People's Republic of China, 1987
Lectures, Miyazaki University, Japan, 1987
Keynote Address, Italian Association of Educational Psychology, 1986
Lectures, Universities of Padova and Roma, 1986
Lectures, Hong Kong University and Hong Kong Educational Research Association, 1986
Lectures, Tokyo University, 1986
International Advisory Board of the Tel Aviv University Unit of Human Development and Education, 19861989
Keynote Address, Founding Convention of the European Association for Research in Learning and Instruction, 1985
Visiting Professor, Universidade Federal de Pernambuco, Recife, Brazil, 1984
External Examiner, University of Hong Kong, Department of Psychology, 19821986
Visiting Scholar, Laboratoire de Psychologie, Maison des Sciences de l'Homme, Paris, 19821983
Presidente, Comite Sur l'Apprentissage, Centre Mondial Informatique et Ressource Humaine, Paris, 1983
Lectures, University of Geneva, Switzerland, 1982
￼Invited Lecturer, Beijing Normal University, People's Republic of China, 1981 (sponsored by the Foundation for Child Development Exchange Program with the Institute of Psychology, 4/10/01Chinese Academy of Sciences)
Visiting Scholar, University of Tubingen, Tubingen, West Germany, 1981
Research Travel Grants for Comparative Study of the Social Functions of Testing: England 1981; France 1979, The Ford Foundation
Member, United States Delegation to India, Seminar on the Effects of Deprivation in Early Childhood Learning, New Delhi, 1980
Invited Lecturer, 50th Anniversary of the Universidad Nacional Autonoma de Mexico, Mexico City, 1979
Member, Scientific Exchange Delegation to the Union of Soviet Socialist Republics, Moscow, 1977 Visiting Scholar, Tel Aviv University, Israel, 1977
Books and Monographs
PerretClermont, A.N., Pontecorvo, C., Resnick, L. B., Zittoun, T., & Burge, B. (2004). Joining society: Social interaction and learning in adolescence and youth. Cambridge, UK; New York: Cambridge University Press.
Resnick, L. B. (1999). La educación y el aprendizaje del pensamiento [Education and learning to think; introduction added]. Buenos Aires: Aigue.
Resnick, L. B., Saljo, R., Pontecorvo, C., & Burge, B. (Eds.). (1997). Discourse, tools, and reasoning: Essays on situated cognition. Berlin: SpringerVerlag.
Pontecorvo, C., Orsolini, M., & Burge, B., & Resnick, L. B. (Eds.). (1996). Children's early text construction. Mahwah, NJ: Erlbaum.
Resnick, L. B., & Wirt, J. (Eds.). (1996). Linking school and work: Roles for standards and assessment. San Francisco: JosseyBass.
Resnick, L. B., Levine, J. M., & Teasley, S. D. (Eds.). (1991). Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
Resnick, L. B. (Ed.). (1989). Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum.
Resnick, L. B., & Klopfer, L. E. (Eds.). (1989). Toward the thinking curriculum: Current cognitive research (ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development. Also in Spanish: Curriculum y cognicion. Buenos Aires, Argentina: Aique.
Resnick, L. B. (1987). Education and learning to think. Washington, DC: National Academy Press. Resnick, L. B., & Ford, W. W. (1981). The psychology of mathematics for instruction. Hillsdale, NJ:
Resnick, L. B., & Weaver, P. A. (Eds.). (1979). Theory and practice of early reading (Vols. 13). Hillsdale, NJ: Erlbaum.
Resnick, L. B. (Ed.). (1976). The nature of intelligence. Hillsdale, NJ: Erlbaum.
￼Articles and Book Chapters
Resnick, L.R, BesterfieldSacre, M., Mehalik, M.M., Sherer, J.Z. and Halverson, E.R. (2007, in press). A framework for effective management of school system performance. In Moss, P.A. (Ed.). National Society for the Study of Education (NSSE) yearbook on evidence and decision making, 106 (1).
Resnick, L.R., & Matsumura, L.C. (Winter, 2007). Academic proficiency: Bright hopes, blurry vision. Voices in education (14). <http://www.annenberginstitute.org/VUE/index.html>
Resnick, L.B. (2006). Giving psychology away: From individual learning to earning organizations. In Jing, Q., Rosenzweig, M.R., d'Ydewalle , G., Zhang, H., Chen, H., & Zhang, K. (Eds.). Progress in psychological science around the world. Volume 2: Social and applied issues. Proceedings of the 28th International Congress of Psychology. London: Taylor & Francis Group, Psychology Press.
McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006) Task, Text, and Talk: Literacy for All Subjects. Educational Leadership, 64(2), 814.
Resnick, L.B. (2006) Making Accountability Really Count. Educational Measurement: Issues and Practice, 25(1), 3337.
Resnick, L.B. and Spillane, J. P. (2006) “From Individual Learning to Organizational Designs for Learning.” In Verschaffel, L., Dochy, F., Boekaerts, M., & Vosniadou, S. (Eds). Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (Advances in Learning and Instruction Series). Oxford: Pergamon.
Resnick, L. B. and Zurawsky, C. (2005). Getting Back on Course: Fixing StandardsBased Reform and Accountability. American Educator, 29(1), 846.
Resnick, L.B., Lesgold, A., & Hall, M.W. (2005). Technology and the new culture of learning: Tools for education professionals. In P. Gardenfors & P. Johansson (Eds.), Cognition, education, and communication technology (pp. 77107). Mahwah, NJ: Erlbaum.
Glennan, T.K., Jr. and L. Resnick, (2004) "School Districts as Learning Organizations: A Strategy for Scaling Education Reform." In T.K. Glennan, Jr., S.J. Bodilly, J. Galegher, and K. Kerr, (Eds.) Expanding the Reach of Education Reforms: Collected Essays by Leaders in the Scaleup of Educational Interventions. Santa Monica, CA: RAND, MG177FF.
Resnick, L. B., Rothman R., Slattery, J. B, & Vranek, J. L. (2003). Benchmarking and alignment of standards and testing. Educational Assessment, 9(1 & 2), 1–27.
Resnick, L. B., and T. K. Glennan, Jr.,. (2002) “Leadership for learning: A theory of action for urban school districts,” In Hightower, A. M., M. S. Knapp, J. A. Marsh, and M. W. McLaughlin, (Eds.), School Districts and Instructional Renewal, New York: Teachers College Press, pp. 160 172.
Resnick, L. B. (2001). Making America smarter: The real goal of school reform. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Collins, A., Greeno, J. G. & Resnick, L. B. (2001) Education learning theories. In: Smelser, N. J., Baltes, P. B. (Eds.) The International Encyclopedia of the Social and Behavioral Sciences.Elsevier Science Ltd, Oxford.
Fink, E., & Resnick, L. B. (2001). Developing principals as instructional leaders. Phi Delta Kappan 82, 598606.
Resnick, L., M. W. Hall, and Fellows of the Institute for Learning, (2001) The Principles of Learning: Study tools for educators. [CDROM]. Pittsburgh, PA: Institute for Learning, Learning Research and Development Center, University of Pittsburgh.
￼Resnick, L. B. (2001). The mismeasure of learning [Review of books: Will standards save public education, One size fits few: The folly of educational standards, The schools our children deserve: Moving beyond traditional classrooms and tougher standards, Standardized minds: The high price of America's testing culture and what we can do to change it, The big test: The secret history of the American meritocracy]. Education Next, 1(3), 7883)
Briars, D. and Resnick, L. (2000). Standards, Assessments – and What Else? The Essential Elements of StandardsBased School Improvement. Los Angeles, CA: The National Center for Research on Evaluation, Standards, and Student Testing.
Keefer, M. W., Zeitz, C. M., & Resnick, L. B. (2000). Judging the quality of peerled student dialogues. Cognition and Instruction, 18, 5381.
Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naïve physics reasoning: A commitment to substancebased conceptions. Cognition and Instruction, 18, 134.
Resnick, L. B. (2000). Developing mathematical knowledge. In P. K. Smith & A. D. Pelligrini (Eds.), Psychology of education: Major themes (Vol. 3, pp. 223238). London/New York: Routledge.
Resnick, L. B. (2000). From aptitude to effort: A new foundation for our schools. In L. Abbeduto (Ed.), Taking sides: Clashing views on controversial issues in educational psychology (pp. 206 210). Guilford, CT: Dushkin/McGrawHill.
Resnick, L. B. (2000). Literacy in school and out. In M. A. Gallego & S. Hollingsworth (Eds.), What counts as literacy: Challenging the school standard (pp. 2741). New York: Teachers College Press.
Resnick, L. B. (1999). From aptitude to effort: A new foundation for our schools. American Educator, 23, 1417.
Resnick, L. B. (1999, June 16). Making America smarter. Education Week, pp. 3840. 1998
NelsonLe Gall, S., & Resnick, L. B. (1998). Help seeking, achievement motivation, and the social practice of intelligence in school. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 3960). Mahwah, NJ: Erlbaum.
Resnick, L. B., & Hall, M. W. (1998). Learning organizations for sustainable education reform. Daedalus, 127, 89118.
Resnick, L. B. (1997). Getting to work: Thoughts on the function and form of the schooltowork transition. In A. Lesgold, M. J. Feuer, & A. M. Black (Eds.), Transitions in work and learning: Implications for assessment (pp. 249263). Washington, DC: National Academy Press.
Resnick, L. B. (1997). It's learning all the way down—and up! Some thoughts on systemic reform in math and science education. In W. H. Clune, S. B. Millar, S. A. Raizen, N. L. Webb, D. C. Bowcock, E. D. Britton, R. L. Gunter, & R. Mesquita, Research on systemic reform: What have we learned? What do we need to know? Synthesis of the Second Annual National Institute for Science Education Forum. Vol. 2: Proceedings of the panel on The Role of Teaching and Learning in Systemic Reform (pp. 6264). Madison: University of Wisconsin.
Resnick, L. B. (1997). Research and public policy activism: What relationship? "The vision thing": Educational research and AERA in the 21st century. Part 2: Competing visions for enhancing the impact of educational research [Presidents' Essay Series]. Educational Researcher, 26(5), 1227.
Resnick, L. B. (1997). Student performance portfolios. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 158175). Berkeley, CA: McCutchan.
Resnick, L. B., & NelsonLe Gall, S. (1997). Socializing intelligence. In L. Smith, J. Dockrell, & P. Tomlinson (Eds.), Piaget, Vygotsky and beyond (pp. 145158). London/New York: Routledge.
Singer, J. A., Kohn, A. S., & Resnick, L. B. (1997). Knowing about proportions in different contexts. In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: An international perspective (pp. 115132). Hove, England: Psychology Press.
Greeno, J. G., Collins, A., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 1546). New York: Macmillan.
Resnick, D. P., & Resnick, L. B. (1996). Performance assessment and the multiple functions of educational measurement. In M. B. Kane & R. Mitchell (Eds.), Implementing performance assessment: Promises, problems, and challenges (pp. 2338). Mahwah, NJ: Erlbaum.
Resnick, L. B. (1996). Schooling and the workplace: What relationship? Paper prepared for The Aspen Institute's Congressional Program, Preparing Youth for the 21st Century, February 1629, Palm Beach, FL.
Resnick, L. B. (1996). Situated learning. In E. De Corte & F. E. Weinert (Eds.), International encyclopedia of developmental and instructional psychology (pp. 341347). Oxford, England: Elsevier Science.
Resnick, L. B. (1996). Situated rationalism: The biological and cultural foundations for learning. Prospects [UNESCO], 26, 3753. Also published in French as Le rationalisme situe: Les fondements biologiques et culturels de l'apprentissage. Perspectives, 26, 3958; and in Spanish as El racionalismo situado: Los fundamentos biologicos y culturales del aprendizaje. Perspectivas, 26, 3957.
Resnick, L. B., Nolan, K. J., & Resnick, D. P. (1996). Caution heededA response to "High standards and cultural diversity: Cautionary tales of comparative research." Educational Evaluation and Policy Analysis, 18(3), 262264.
￼Schwarz, B. B., Nathan, M. J., & Resnick, L. B. (1996). Acquisition of meaning for arithmetic structures with The Planner. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the design of technologysupported learning environments (pp. 61 80). Mahwah, NJ: Erlbaum.
Hill, C. A., & Resnick, L. B. (1995). Creating opportunities for apprenticeship in writing. In J. Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 145158). Mahwah, NJ: Erlbaum.
Joram, E., Resnick, L. B., & Gabriele, A. J. (1995). Numeracy as cultural practice: An examination of numbers in magazines for children, teenagers, and adults. Journal for Research in Mathematics Education, 26, 346361.
Nathan, M. J., & Resnick, L. B. (1995). Less can be more: Unintelligent tutoring based on psychological theories and experimentation. In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), Technologybased learning environments: Psychological and educational foundations (pp. 183 192). (NATO ASI Series F, Computer and Systems Sciences, Vol. 137, Subseries on Advanced EducationalTechnology). NewYork:Springer.
Resnick, L. B. (1995). From aptitude to effort: A new foundation for our schools. Daedalus, 124, 55 62.
Resnick, L. B. (1995). Inventing arithmetic: Making children's intuition work in school. In C. A. Nelson (Ed.), Basic and applied perspectives on learning, cognition, and development (pp. 75 101). Mahwah, NJ: Erlbaum. Also published as Inventer l'arithmetique: Faire appel a l'intuition des enfants a l'ecole. Actes des entretiens Nathan: "Savoirs et savoirfaire" (pp. 4171). Paris: Nathan.
Resnick, L. B. (1995). Making high school count. In M. Higginbotham (Ed.), What governors need to know about education reform (pp. 8589). Washington, DC: National Governors' Association.
Resnick, L. B., & Nolan, K. J. (1995). Standards for education. In D. Ravitch (Ed.), Brookings dialogues on public policy (pp. 94119). Washington, DC: Brookings Institution.
Resnick, L. B., & Nolan, K. (1995). Where in the world are worldclass standards? Educational Leadership, 52(6), 610.
Resnick, L. B., Nolan, K. J., & Resnick, D. P. (1995). Benchmarking education standards. Educational Evaluation and Policy Analysis, 17, 438461.
Collins, A., Greeno, J. G., & Resnick, L. B. (1994). Learning environments. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 6, pp. 32973302). Oxford: Pergamon.
Resnick, L. B. (1994). Performance puzzles. American Journal of Education, 102, 511526.
Resnick, L. B. (1994). Situated rationalism: Biological and social preparation for learning. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 474493). New York: Cambridge University Press.
￼Resnick, L. B., & Collins, A. (1994). Cognition and learning. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol 2, pp. 835838). Oxford: Pergamon. Also published in 1996 as Cognicion y aprendizaje. Anuario de Psicologia, 69, 189 197 (Barcelona).
Levine, J. M., Resnick, L. B., & Higgins, E. T. (1993). Social foundations of cognition. Annual Review of Psychology, 44, 585612.
Resnick, L. B. (19921993). Standards, assessment, and educational quality. Stanford Law & Policy Review, Winter, 5359.
Resnick, L. B. (1993). Working, thinking, and assessment. In Restructuring learning: 1990 Summer Institute papers and recommendations (pp. 18). Washington, DC: Council of Chief State School Officers.
Resnick, L. B., Salmon, M. H., & Zeitz, C. M. (1993). The structure of reasoning in conversation. In C. Pontecorvo (Ed.), La condivisione della conoscenza [Shared knowledge]. Firenze: La Nuova Italia.
Resnick, L. B., Salmon, M. H., Zeitz, C. M., Wathen, S. H., & Holowchak, M. (1993). Reasoning in conversation. Cognition and Instruction, 11, 347364.
Resnick, L. B., & Singer, J. A. (1993). Protoquantitative origins of ratio reasoning. In T. P. Carpenter, E. Fennema, & T. A. Romberg (Eds.), Rational numbers: An integration of research (pp. 107 130). Hillsdale, NJ: Erlbaum.
Schwarz, B. B., Kohn, A. S., & Resnick, L. B. (1993). Positives about negatives. The Journal of Learning Sciences, 3(1), 3792.
Simmons, W., & Resnick, L. B. (1993). Assessment as the catalyst of school reform. Educational Leadership, 50(5), 1115.
Bill, V. L., Leer, M. N., Reams, L. E., & Resnick, L. B. (1992). From cupcakes to equations: The structure of discourse in a primary mathematics classroom. Verbum, 15(1), 6385.
Resnick, L. B. (1992). From protoquantities to operators: Building mathematical competence on a foundation of everyday knowledge. In G. Leinhardt, R. T. Putnam, & R. Hattrup (Eds.), Analysis of arithmetic for mathematics teaching (pp. 373429). Hillsdale, NJ: Erlbaum.
Resnick, L. B., Bill, V., & Lesgold, S. (1992). Developing thinking abilities in arithmetic class. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), NeoPiagetian theories of cognitive development: Implications and applications for education (pp. 210230). London: Routledge.
Resnick, L. B., Briars, D., & Lesgold, S. (1992). Certifying accomplishments in mathematics: The New Standards examining system. In I. Wirszup & R. Streit (Eds.), Developments in school mathematics education around the world. Vol. 3. Proceedings of the Third University of Chicago School Mathematics Project International Conference (pp. 186207). Reston, VA: National Council of Teachers of Mathematics.
Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In B. R. Gifford & M. C. O'Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction (pp. 3775). Boston: Kluwer.
￼Schwarz, B. B., Kohn, A. S., & Resnick, L. B. (1992). Bootstrapping mental constructions: A learning system about negative numbers. In C. Frasson, G. Gauthier, & G. McCalla (Eds.), Intelligent tutoring systems (pp. 286293). Montreal: SpringerVerlag.
Singer, J. A., & Resnick, L. B. (1992). Representations of proportional relationships: Are children partpart or partwhole reasoners? Educational Studies in Mathematics, 23, 231246.
Resnick, L. B., Bill, V., Lesgold, S., & Leer, M. (1991). Thinking in arithmetic class. In B. Means, C. Chelemer, & M. S. Knapp (Eds.), Teaching advanced skills to atrisk students: Views from research and practice (pp. 2753). San Francisco: JosseyBass.
Resnick, L. B. (1990). Instruction and the cultivation of thinking. In N. J. Entwistle (Ed.), Handbook of educational ideas and practices (pp. 694707). London: Routledge.
Resnick, L. B. (1990). Literacy in school and out. Daedalus, 119, 169185.
Resnick, L. B., & Resnick, D. P. (1990). Tests as standards of achievement in schools. In G. R. Anrig (Ed.), The uses of standardized tests in American education: Proceedings of the 1989 ETS Invitational Conference (pp. 6380). Princeton, NJ: Educational Testing Service.
Resnick, D. P., & Resnick, L. B. (1989). Varieties of literacy. In A. E. Barnes & P. N. Stearns (Eds.), Social history and issues in human consciousness: Some interdisciplinary connections (pp. 171 196). New York: New York University Press.
Educational Review, 33(4), 551555. Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44, 162169.
Resnick, L. B., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989). Conceptual bases of arithmetic errors: The case of decimal fractions. Journal for Research in Mathematics Education, 20(1), 827.
Nersessian, N. J., & Resnick, L. B. (1989). Comparing historical and intuitive explanations of motion: Does "naive physics" have a structure? In Proceedings of the 11th conference of the Cognitive Science Society (pp. 412417). Hillsdale, NJ: Erlbaum.
Reiner, M., Chi, M. T. H., & Resnick, L. B. (1988). Naive materialistic belief: An underlying epistemological commitment. In Proceedings of the 10th conference of the Cognitive Science Society (pp. 544551). Hillsdale, NJ: Erlbaum.
Resnick, D. P., & Resnick, L. B. (1988). Understanding achievement and acting to produce it: Some recommendations for the NAEP. Phi Delta Kappan, 69, 576579.
Resnick, L. B. (1988). Treating mathematics as an illstructured discipline. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 3260). Hillsdale, NJ/Reston, VA: Erlbaum/National Council of Teachers of Mathematics.
￼Resnick, L. B., & Chi, M. T. H. (1988). Cognitive psychology and science learning. In M. Druger (Ed.), Science for the fun of it: A guide to informal science education (pp. 2431). Washington, DC: National Science Teachers Association.
Resnick, L. B., & Johnson, A. (1988). Intelligent machines for intelligent people: Cognitive theory and the future of computerassisted learning. In R. S. Nickerson & P. P. Zodhiates (Eds.), Technology in education: Looking toward 2020 (pp. 139168). Hillsdale, NJ: Erlbaum.
CauzinilleMarmeche, E., Mathieu, J., & Resnick, L. B. (1987). L’integration de nouvelles Connaissances: Entre arithmetique et algebre. European Journal of Psychology of Education, 1987, 2, 4157.
Peled, I., & Resnick, L. B. (1987). Building semantic computer models for teaching number systems and word problems. In J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the 11th International Conference on the Psychology of Mathematics Education, 2, 184190. Montreal: IGPME.
Putnam, R. T., Lesgold, S. B., Resnick, L. B., & Sterrett, S. G. (l987). Understanding sign change transformations. In J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the 11th International Conference on the Psychology of Mathematics Education, 1, 338344. Montreal: IGPME
Resnick, L. B. (1987). Constructing knowledge in school. In L. S. Liben (Ed.). Development and learning: Conflict or congruence? (pp. 1950). Hillsdale, NJ: Erlbaum.
Resnick, L. B. (1987). Instruction and the cultivation of thinking. In E. De Corte, H. Lodewijks, R. P. Parmentier, & P. Span (Eds.), Learning and instruction: European research in an international context (Vol. 1, pp. 415442). Oxford: Leuven University Press/Pergamon Press.
Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 1320.
Resnick, L. B., CauzinilleMarmeche, E., & Mathieu, J. (1987). Understanding algebra. In J. A. Sloboda & D. Rogers (Eds.), Cognitive processes in mathematics (pp. 169203). Oxford: Clarendon Press.
Resnick, L. B., & NelsonLe Gall, S. (1987). Meaning construction in mathematical problem solving. In J. C. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the 11th International Conference on the Psychology of Mathematics Education, 3, 215221. Montreal: IGPME.
Resnick, L. B., & Omanson, S. F. (1987). Learning to understand arithmetic. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 3, pp. 4195).Hillsdale, NJ: Erlbaum.
Resnick, L. B. (1986). The development of mathematical intuition. In M. Perlmutter (Ed.), Perspectives on intellectual development: The Minnesota Symposia on Child Psychology (Vol. 19, pp. 159194). Hillsdale, NJ: Erlbaum.
Lesgold, A. M., Resnick, L. B., & Hammond, K. (1985). Learning to read: A longitudinal study of word skill development in two curricula. In G. E. MacKinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 4, pp. 107138). New York: Academic Press.
Resnick, D. P., & Resnick, L. B. (1985). Standards, curriculum, and performance: A historical and comparative perspective. Educational Researcher, 14(4), 520.
Resnick, L. B. (1985). Cognition and instruction: Recent theories of human competence and how it is acquired. In B. L. Hammonds (Ed.), Psychology and learning: The master lecture series (Vol. 4, pp. 123186). Washington, DC: American Psychological Association.
Resnick, L. B. (1985). Instructional psychology. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies (Vol. 5, pp. 25692581). Oxford: Pergamon Press.
Resnick, L. B. (1984). Beyond error analysis: The role of understanding in elementary school arithmetic. In H. N. Cheek (Ed.), Diagnostic and prescriptive mathematics: Issues, ideas, and insights (pp. 214). Kent, OH: Research Council for Diagnostic and Prescriptive Mathematics.
Resnick, L. B. (1984). Cognitive science as educational research: Why we need it now. In M. von Koch (Ed.), Improving education: Perspectives on educational research (pp. 3641). Pittsburgh: National Academy of Education.
Resnick, L. B. (1984). Comprehending and learning: Implications for a cognitive theory of instruction. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 431 443). Hillsdale, NJ: Erlbaum.
Resnick, L. B. (1984). Toward an applied developmental theory. In B. Gholson & T. L. Rosenthal (Eds.), Applications of cognitivedevelopmental theory (pp. 263280). New York: Academic Press.
Resnick, L. B., & Gelman, R. (1984). Mathematical and scientific knowledge: An overview. Issues in cognition: Proceedings of a joint conference in psychology (pp. 267285). Washington, DC: National Academy of Sciences/American Psychological Association.
Resnick, L. B., & Neches, R. (1984). Factors affecting individual differences in learning ability. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 2, pp. 275323). Hillsdale, NJ: Erlbaum.
Resnick, D. P., & Resnick, L. B. (1983). Improving educational standards in American schools. Phi Delta Kappan, 65(3), 178180.
Resnick, D. P., & Resnick, L. B. (1983, August). Standards, curriculum, and performance: A historical and comparative perspective. (Report to the National Commission on Excellence in Education).
Resnick, L. B. (1983). A developmental theory of number understanding. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 109151). New York: Academic Press.
Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220, 477478.
￼Resnick, L. B. (1983). Toward a cognitive theory of instruction. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 538). Hillsdale, NJ: Erlbaum.
Lesgold, A. M., & Resnick, L. B. (1982). How reading difficulties develop: Perspectives from a longitudinal study. In J. P. Das, R. F. Mulcahy, & A. E. Wall (Eds.), Theory and research in learning disabilities (pp. 155187). New York: Plenum.
Resnick, L. B. (1982). Syntax and semantics in learning to subtract. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 136155). Hillsdale, NJ: Erlbaum.
Resnick, L. B, & Resnick, D. P. (1982). Testing in America: The current challenge. International Review of Applied Psychology, 31, 7590. (Special Issue on the Status of Psychological Tests in Western Europe).
Resnick, L. B. (1981). Instructional psychology. Annual Review of Psychology, 32, 659704. Resnick, L. B. (1981). Introduction: Research to inform a debate. Phi Delta Kappan, 62(9), 623624.
(Kappan Special Section on Standardized Testing).
Resnick, L. B. (1981). Social assumptions as a context for science: Some reflections on psychology and education. Educational Psychologist, 16(1), 110. Also in H. D. Gideonse, R. Koff, & J. J. Schwab (Eds.). (1980). Values, inquiry, and education (pp. 289305). Los Angeles: University of California, Center for the Study of Evaluation. (Monograph Series in Evaluation).
Resnick, L. B. (1980). The role of invention in the development of mathematical competence. In R. H. Kluwe & H. Spada (Eds.), Developmental models of thinking (pp. 213244). New York: Academic Press. Also in German: Die bedeutung von erfindungen in der entwicklung mathematischer kompetenz.
Bisanz, J., Danner, F., & Resnick, L. B. (1979). Changes with age in information processing efficiency. Child Development, 50, 132141.
Resnick, L. B. (1979). The future of IQ testing in education. Intelligence, 3(3), 241253. Reprinted in R. J. Sternberg & D. K. Detterman (Eds.), Human intelligence: Perspectives on its theory and measurement (pp. 203214). Norwood, NJ: Ablex.
Resnick, L. B. (1979). Retardates readbut is it surprising? (Review of In search of the IQ correlation). Contemporary Psychology, 24(3), 191192.
Resnick, L. B. (1979). Theories and prescriptions for early reading instruction. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (Vol. 2, pp. 321338). Hillsdale, NJ: Erlbaum.
￼Resnick, L. B. (1979). Toward a usable psychology of reading. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (Vol. 3, pp. 355372). Hillsdale, NJ: Erlbaum.
Bisanz, J., & Resnick, L. B. (1978). Changes with age in two components of visual search speed. Journal of Experimental Child Psychology, 25(1), 129142.
Resnick, L. B., & Ford, W. W. (1978). The analysis of tasks for instruction: An informationprocessing approach. In A. C. Catania & T. A. Brigham (Eds.), The handbook of applied behavior research: Social and instructional processes (pp. 378409). New York: Irvington.
Groen, G. J., & Resnick, L. B. (1977). Can preschool children invent addition algorithms? Journal of Educational Psychology, 69(6), 645652.
Resnick, D. P., & Resnick, L. B. (1977). The nature of literacy: An historical exploration. Harvard Educational Review, 47(3), 370385. Also in M. Wolf, M. K. McQuillan, & E. Radwin (Eds.), Thought and language/language and reading (pp. 396411). Cambridge, MA: Harvard University Press.
Resnick, L. B. (1977). Assuming that everyone can learn everything, will some learn less? (Review of Human characteristics and school learning). School Review, 85(3), 445452.
Resnick, L. B. (1977). New directions in education. In J. Kagan & C. Lang, Educational psychology: An introduction. New York: Harcourt Brace Jovanovich.
Resnick, L. B. (1977). On holding an instructional conversation: Comments on Chapter 10 by Collins. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 365372). Hillsdale, NJ: Erlbaum.
Resnick, L. B., Wang, M. C., & Rosner, J. (1977). Adaptive education for young children: The Primary Education Project. In M. C. Day & R. K. Parker (Eds.), The preschool in action: Exploring early childhood programs. Boston: Allyn & Bacon.
Resnick, L. B. (1976). Task analysis in instructional design: Some cases from mathematics. In D. Klahr (Ed.), Cognition and instruction (pp. 5180). Hillsdale, NJ: Erlbaum.
Resnick, L. B., & Beck, I. L. (1976). Designing instruction in reading: Interaction of theory and practice. In J. T. Guthrie (Ed.), Aspects of reading acquisition (pp. 180204). Baltimore: Johns Hopkins University Press.
Resnick, L. B., & Glaser, R. (1976). Problem solving and intelligence. In L. B. Resnick (Ed.), The nature of intelligence (pp. 205230). Hillsdale, NJ: Erlbaum.
Resnick, L. B. (1975). The science and art of curriculum design. In J. Schaffarzick & D. H. Hampson (Eds.), Strategies for curriculum development. Berkeley, CA: McCutchan.
Resnick, L. B., & Robinson, B. H. (1975). Motivational aspects of the literacy problem. In J. B. Carroll & J. S. Chall (Eds.), Toward a literate society (pp. 257277). New York: McGrawHill.
Rosenthal, J. A., & Resnick, L. B. (1974). Children's solution processes in arithmetic word problems. Journal of Educational Psychology, 66(6), 817825.
Resnick, L. B. (1973). Hierarchies in children's learning. Instructional Science, 2, 311362.
Resnick, L. B., Wang, M. C., & Kaplan, J. (1973). Task analysis in curriculum design: A hierarchically sequenced introductory mathematics curriculum. Journal of Applied Behavior Analysis, 6(4), 679710.
Sola, K. L., & Resnick, L. B. (1973). Auto control of sensory reinforcement in children. Journal of Comparative and Physiological Psychology, 83(1), 113119.
Caruso, J., & Resnick, L. B. (1972). Task structure and transfer in children's learning of double classification skills. Child Development, 13(4), 12971308.
Glaser, R., & Resnick, L. B. (1972). Instructional psychology. Annual Review of Psychology, 23, 207 276.
Resnick, L. B. (1972). Open education: Some tasks for technology. Educational Technology, 12(1), 7076.
Resnick, L. B. (1972). Teacher behavior in an informal British infant school. School Review, 81(1), 6368.
Resnick, L. B. (1972). Teacher behaviour in the informal classroom. Journal of Curriculum Studies (Great Britain), 4(2), 99100.
Resnick, L. B. (1971). Applying applied reinforcement. In R. Glaser (Ed.), The nature of reinforcement (pp. 326333). Columbus, OH: Charles E. Merrill.
Resnick, L. B. Siegel, A., & Kresh, E. (1971). Transfer and sequence in learning double classification skills. Journal of Experimental Child Psychology, 11, 139149.
Wang, M. C., Resnick, L. B., & Boozer, R. (1971). The sequence of development of some early mathematics behaviors. Child Development, 42(6), 17681778.
Resnick, L. B. (1970). Defining the discipline of educational psychology (Review of Readings in school learning). Contemporary Psychology, 15(7), 461462.
Resnick, L. B. (1970). Relations between perceptual and syntactic control in oral reading. Journal of Educational Psychology, 61(5), 382385.
Resnick, L. B., & Wang, M. C. (1969). Approaches to the validation of learning hierarchies. In Proceedings of the 18th Western Regional Conference on Testing Problems. Princeton, NJ: Educational Testing Service.
Resnick, L. B. (1963). Programmed instruction and the teaching of complex intellectual skills: Problems and prospects. Harvard Educational Review, 33, 439471. Also in German: In Programmiertes Lernen und Programmierter Unterricht.
Resnick, L. B. (1963). Programmed instruction and the teaching of social studies skills. In H. M. Carpenter (Ed.), Skill Development in the social studies. Washington, DC: National Council for the Social Studies.
Resnick, L. B. (1963). Review of Programmed instruction today and tomorrow. New Era (Great Britain).
Resnick, L. B. (1963). Review of The learning process and programmed instruction. Harvard University Press.