After tracing the "cognitive revolution" back to the 1950s and assessing its fit with Kuhn's 1962 analysis of scientific revolutions, Royer (U. of Massachusetts, Amherst) introduces ten essays
exploring its impact on the field of educational psychology. Contributors discuss the historical shift from behavioral to cognitive perspectives and its significance for theory, practice, and
teacher training in relation to teaching reading, math, and science. Others treat evolving thinking regarding the more global domains of academic motivation, self-constructs, early influences,
and the group context of learning. The seminal views of Richard C. Anderson and Donald Cunningham merit their own chapters. Annotation 穢2004 Book News, Inc., Portland, OR (booknews.com)
