title: Dissociations, developmental psychology, and pedagogical design.
abstract: Although dissociations in children's responses are sometimes about "getting it right" for an experimenter, they might also often reflect differences between conscious and subconscious processing that are not geared to correct performance. Research with adults also reveals many cases of dissociation, and adults can more easily be subjected to neuroimaging methods that might help shed light on dissociation. Finally, much of the research on dissociations shows that human cognition is optimized in some contexts over others. School environments often correspond to less optimizing contexts. Research on dissociation could be used to inform pedagogical design.
authors.affiliation: University of Virginia, Gilmer Hall, Charlottesville, VA 22904-4400, USA. lillard@virginia.edu
authors.forename: Angeline
authors.initials: A
authors.lastname: Lillard
mesh_terms: D001364:Awareness; D002648:Child; D002657:Child Development; D006801:Humans; D011584:Psychology / Q000639:trends*; D002666:Psychology, Child; D012931:Social Environment; D013663:Teaching; D014473:Unconscious, Psychology