Acknowledgments

     How People Learn is the product of a 2-year project during which 16 individuals, as a committee, evaluated new developments in the science of learning. We had the good fortune of working with a number of people outside the committee who shared our enthusiasm for this project and we are indebted to the intellectual insights and support that they provided in a number of ways.

     A good deal of the excitement that surrounded the project was due to people's seeing the relevance of basic science to education. In light of that connection, the committee held a workshop in fall 1996--"The Science of Science Learning"--to broaden its understanding of the influences that cognitive science has had on science and mathematics learning and teaching. We benefited greatly from the stimulating papers and discussions that grew out of that meeting, as have others who since have used the model of the workshop. We extend our thanks especially to the following people who presented papers and led discussions during the workshop: Susan Carey, Department of Psychology, New York University; Orville L. Chapman, Department of Chemistry, University of California, Los Angeles; Kevin Dunbar, Psychology Department, McGill University; Jill H. Larkin, Department of Psychology, Carnegie-Mellon University; Kevin Miller, Beckman Institute, University of Illinois; Edward F. Redish, Department of Physics and Astronomy, University of Maryland; Leona Schauble, Department of Educational Psychology, University of Wisconsin, Madison; Lee S. Shulman, Stanford University School of Education; Herbert A. Simon, Department of Psychology, Carnegie-Mellon University; and Philip Uri Treisman, Dana Center for Mathematics and Science Education, University of Texas, Austin.

     Individually and collectively, members of the committee had discussions with experts on many issues and topics. We wish to acknowledge especially the people who offered suggestions for ways to expand or otherwise improve our collective thinking. In particular, we appreciate the assistance that Ann Rosebery and Beth Warren, both at TERC, Cambridge, MA, provided on issues of science learning and teaching. Catherine A. Brown, Associate Dean for Research and Development at Indiana University's School of Education, was helpful in sharpening the discussion on mathematics learning and teaching. We also had helpful assistance from Robbie Case, Institute of Child Study, University of Toronto, on issues of children's thinking and from Robert Siegler, Department of Psychology, Carnegie-Mellon University, on children's strategies for learning. Our work on teacher learning and professional development benefited from suggestions provided by Allan Feldman, School of Education, University of Massachusetts.

     Although the project was an intellectually exciting undertaking for the committee, we were also mindful of the important role of our sponsor. The Office of Educational Research and Improvement of the U.S. Department of Education established the committee's charge to review the nation's investment in research and the challenge of determining how that investment can pay high returns. We thank Joseph Conaty, Judith Segal, and C. Kent McGuire for the support they provided to this committee in their individual and official capacities.

     This report has been reviewed by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the Report Review Committee of the National Research Council (NRC). The purpose of this independent review is to provide candid and critical comments that will assist the authors and the NRC in making the published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The content of the review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.

     We wish to thank the following individuals, who are neither officials nor employees of the NRC, for their participation in the review of this report: Kenji Hakuta, School of Education, Stanford University; Donald Kennedy, Institute for International Studies, Stanford University; R. Duncan Luce, Institute for Mathematical Behavioral Science, University of California, Irvine; Michael Martinez, Department of Education, University of California, Irvine; Kevin Miller, Department of Psychology, University of Illinois; Michael I. Posner, Department of Psychology, University of Oregon; Leona Schauble, School of Education, University of Wisconsin, Madison; Herbert A. Simon, Department of Psychology, Carnegie Mellon University; Patrick Suppes, Professor of Philosophy (emeritus), Stanford University; and Richard F. Thompson, Neurosciences Program, University of Southern California. Although these individuals provided many constructive comments and suggestions, responsibility for the final content of this report rests solely with the authoring committee and the NRC.

     Finally, there are several NRC staff and others who made significant contributions to our work. Alexandra Wigdor, director of the Division of Education, Labor, and Human Performance, of the NRC's Commission on Behavioral and Social Sciences and Education (CBASSE), provided the initial impetus for this project and nurtured it in many different ways that were indispensable to its completion. Eugenia Grohman, associate director for reports of CBASSE, patiently worked with us through several drafts of the report and significantly improved the text. Key support in facilitating our work came from Jane Phillips, senior project assistant in CBASSE, with assistance from Neale Baxter; Susan M. Coke, division administrative associate; Faapio Poe, administrative assistant, Vanderbilt University; and Carol Cannon, administrative assistant, University of California, Berkeley. All of these "behind the scenes" people played critical roles, and to each of them we are very grateful.

John D. Bransford, Cochair

Ann L. Brown, Cochair

Rodney R. Cocking, Study Director

Committee on Developments in the Science of Learning