ABSTRACT
Researchers in thinking and learning place importance on models representing general processes of learning. As a result, many studies aim to substantiate the validity of assumptions and hypotheses within these models. I believe that the consequence of this orientation has been the neglect of population characteristics as major variables in model building. Such population characteristics include ethnicity, sex, age, and concommitant social contexts. This phenomenon is illustrated by research reports that treat subject characteristics as incidental to the formulation of hypotheses. It is my contention that another perspective on thinking and learning would emerge from both a more serious theoretical inclusion of population characteristics and the development of models based upon observation of behavior within its natural, social context. Stated simplistically, I am advocating that we develop models of thinking and learning as they are manifested in populations rather than study how populations manifest our models of thinking and learning. Making this conceptual shift is not easy. Likewise, the testing of universal hypotheses and the building of research designs is more problematic in this conceptual framework.
