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David Klahr

David Klahr, Ph.D.

Dr. Klahr is known for his pioneering work on the role of information processing in the development of children's thinking. His research has centered on complex cognitive processes such as scientific reasoning, voting behavior, consumer choice and peer review. His research projects have included classroom-based studies of elementary school experimental-science instruction.

Positions

  • Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences, Department of Psychology, Carnegie Mellon University

 

Education

  • Ph.D., 1968, Carnegie Mellon Graduate School of Industrial Administration

 

Relevant Publications

  • Klahr, D., Triona, L. M., & Williams, C. (2007). Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children. Journal of Research in Science Teaching, 44(1), 183-203.
  • Klahr, D. (2005). Early science instruction: Addressing fundamental issues. Psychological Science, 16(11), 871-872.
  • Klahr, D., & Li, J. (2005). Cognitive research and elementary science instruction: From the laboratory, to the classroom, and back. Journal of Science Education and Technology, 14(2), 217-238.
  • Klahr, D. (2004). Commentary: New kids on the connectionist modeling block. Developmental Science, 7(2), 165-166.
  • Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667.

 

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