LEARNING-TO-LEARN - A NEO-PIAGETIAN INTERPRETATION OF THE POTENTIAL FOR LEARNING

According to Pascual-Leone the fact that rates of cognitive developmen t differ across cultures is evidence of the importance of learning, a factor that Piaget may have underemphasized. To characterize the sort of learning (academic performance) that takes place in a traditional c lassroom, three groups of children (7- to 10-yr.-olds, N=94) mere test ed to assess development (Piaget's Cognitive Development and Pascual-L eone's M-power) and learning (Pascual-Leone's L-power, i.e., potential for learning). Analysis showed that the two developmental measures di d not predict academic performance for two of the groups, whereas Pasc ual-Leone's L-power correlated significantly with academic performance for all three groups of children. It is concluded that Pascual-Leone' s L-power can explain academic performance as a function of learning.