ABSTRACT
This chapter discusses Perry's model, King and Kitchener's reflective judgment model, and Baxter Magolda's epistemological reflection model. Other models of cognitive development exist, but for brevity, the authors focus on these three models because each highlights different aspects of cognitive development. Instructors need a framework for understanding the invisible aspects of brain maturation and cognitive development to assist students in developing as learners. The cognitive development models discussed in this chapter share a number of epistemological assumptions that further illustrate the invisible aspect of cognitive development. The key feature of the King and Kitchener model is reflective judgments. Understanding the multifaceted nature of cognitive development and brain maturation can give instructors a view of the invisible forces that influence students development. The elucidation of the invisible nature of cognitive development and brain maturation are powerful and significant components of the integrated model of student resistance and may explain some of what students experience in the learning environment.
