David Perkins is a distinguished cognitive psychologist and influential figure in the realm of education and cognitive science. His work has left a profound mark on the intersection of education, cognitive development, and the advancement of artificial intelligence. Perkins' journey into the realm of cognition and learning began at the renowned Harvard Graduate School of Education, where he played a pivotal role in the establishment and development of Project Zero.As the digital age unfolded, Perkins' inquiries expanded beyond traditional education to encompass the burgeoning field of artificial intelligence. His exploration of how humans learn, think, and solve complex problems ignited a parallel curiosity about how these cognitive processes could be harnessed to inform and elevate the capabilities of AI systems. Perkins' inquiries into cognitive flexibility, transferable learning, and problem-solving strategies provided a fertile ground for AI researchers seeking to imbue machines with human-like cognitive abilities.----Callan, Eamonn, et al. "Education and a civil society: Teaching evidence-based decision making." Cambridge, MA: American Academy of Arts and Sciences (2009).Gardner, H., Kircher, M., Winner, E., & Perkins, D. (1975). Children’s metaphoric productions and preferences. Journal of Child Language, 2(01). doi:10.1017/s0305000900000921 ["The capacity to perceive similarity between apparently dissimilar domains is widely regarded as crucial to creative thought; yet little is known about the development of this ' metaphoric' skill."]Grotzer, Tina A., and David N. Perkins. "A taxonomy of causal models: The conceptual leaps between models and students’ reflections on them." Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA. 2000.Perkins, D. (1974). Probing Artistic Process: A Progress Report from Harvard Project Zero. Journal of Aesthetic Education, 8(3), 33. doi:10.2307/3332152 Perkins, D. (2009). On Grandmother Neurons and Grandfather Clocks. Mind, Brain, and Education, 3(3), 170–175. doi:10.1111/j.1751-228x.2009.01067.x Perkins, D. N. (1985). Postprimary education has little impact on informal reasoning. Journal of Educational Psychology, 77(5), 562–571. doi:10.1037/0022-0663.77.5.562 ["Schooling traditionally aims to prepare students for life beyond academe. To this end, schools seek to equip students in several particular areas of knowledge and skill- —reading, mathematics, and history for example. However, the aspirations of education, particularly after the primary grades, go beyond this. One hopes that students will emerge from 12 or more years of study not just better able to read, write, reckon, or recall particular facts, but to think."]PERKINS, D. N. (1985). The Fingertip Effect: How Information-Processing Technology Shapes Thinking. Educational Researcher, 14(7), 11–17. doi:10.3102/0013189x014007011 Perkins, D. N. (1997). Epistemic games. International Journal of Educational Research, 27(1), 49–61. doi:10.1016/s0883-0355(97)8844Perkins, D. N. (2001). Wisdom in the Wild. Educational Psychologist, 36(4), 265–268. doi:10.1207/s15326985ep3604_7 Perkins, D. N., & Grotzer, T. A. (1997). Teaching intelligence. American Psychologist, 52(10), 1125–1133. doi:10.1037/0003-066x.52.10.1125 ["Efforts to improve human intelligence and thinking have a long history and a lively presence in a number of programs and approaches. Many studies have demonstrated that targeted interventions can teach people to think better within particular subject matters and in some general ways as well, with transfer beyond the kinds of tasks used in instruction and moderate persistence. Effective interventions reorganize learners'thinking with strategies, metacognition, and other means, not just practice-up skills."]Perkins, D. N., & Simmons, R. (1988). Patterns of Misunderstanding: An Integrative Model for Science, Math, and Programming. Review of Educational Research, 58(3), 303–326. doi:10.3102/00346543058003303 ["Recent research in the learning of physics, mathematics, and programming tells a tale of similarity within diversity. Despite significant differences among these domains, patterns of misunderstanding appear in novices—and sometimes even in experts—that seem in many ways to reflect analogous underlying difficulties. In physics, for example, students typically solve problems by rote equation cranking. They first engage in a formulaic matching of the variables presented in the problem to equations and then perform standard algebraic transformations on the equations to solve for the unknowns (Chi, Feltovich, & Glaser, 1981; Chi, Glaser, & Rees, 1982; Larkin, McDermott, Simon, & Simon, 1980; White & Horwitz, 1987). Missing is the sense of the "deep structure" of the problem organized around key interpretive concepts such as conservation of energy. In mathematics problem solving, one sees the same pattern of attention to surface similarities. Schoenfeld (1985) notes examples of students who characteristically perform meaningless calculations on a problem, with no attention paid to whether or not the particular approach is justified, or progress being made."]Perkins, D. N., Hancock, C., Hobbs, R., Martin, F., & Simmons, R. (1986). Conditions of Learning in Novice Programmers. Journal of Educational Computing Research, 2(1), 37–55. doi:10.2190/gujt-jcbj-q6qu-q9pl ["Learning to program with some competence in languages like BASIC or LOGO poses a daunting challenge to many youngsters. Teachers of programming in primary and secondary schools frequently comment on the startlingly different rates at which children progress."]Perkins, D., Jay, E., & Tishman, S. (1993). Introduction: New Conceptions of Thinking. Educational Psychologist, 28(1), 1–5. doi:10.1207/s15326985ep2801_1 Perkins, D., Jay, E., & Tishman, S. (1993). New Conceptions of Thinking: From Ontology to Education. Educational Psychologist, 28(1), 67–85. doi:10.1207/s15326985ep2801_6 Perkins, David N. "Person-plus: A distributed view of thinking and learning." Distributed cognitions: Psychological and educational considerations (1993): 88-110.Perkins, David N. "The engine of folly." (2002).Perkins, David N. "Visual discrimination between rectangular and nonrectangular parallelopipeds." Perception & Psychophysics 12.5 (1972): 396-400.Perkins, David N. "What constructivism demands of the learner." Educational technology 31.9 (1991): 19-21.Perkins, David N. The intelligent eye: Learning to think by looking at art. Vol. 4. Getty Publications, 1994.Perkins, David N., and Fay Martin. "Fragile knowledge and neglected strategies in novice programmers." Papers presented at the first workshop on empirical studies of programmers on Empirical studies of programmers. 1986.Perkins, David N., and Gavriel Salomon. "Are cognitive skills context-bound?." Educational researcher 18.1 (1989): 16-25.Perkins, David N., and Gavriel Salomon. "Transfer of learning." International encyclopedia of education 2 (1992): 6452-6457.Perkins, David N., and Howard Gardner. "Preface: Why" Zero?" A Brief Introduction to Project Zero." Journal of Aesthetic Education (1988): vii-x.Perkins, David N., Eileen Jay, and Shari Tishman. "Beyond abilities: A dispositional theory of thinking." Merrill-Palmer Quarterly (1982-) (1993): 1-21.Perkins, David, and Tina Blythe. "Putting understanding up front." Educational leadership 51 (1994): 4-4.Perkins, David. "A definition of caricature and caricature and recognition." Studies in Visual Communication 2.1 (1975): 1-24.Perkins, David. "Sympathy with Nature: Our Romantic Dilemma." Harvard Review 9 (1995): 69-82.Perkins, David. "¿ Cómo hacer visible el pensamiento." Artículo publicado por la Escuela de Graduados de la Universidad de Harvard. Traducido por Patricia León y María Ximena Barrera (1997): 1-4.Ritchhart, Ron, and David N. Perkins. "Life in the mindful classroom: Nurturing the disposition of mindfulness." Journal of Social Issues 56.1 (2000): 27-47.Salomon, G., & Perkins, D. N. (1989). Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon. Educational Psychologist, 24(2), 113–142. doi:10.1207/s15326985ep2402_1 Salomon, Gavriel, and David N. Perkins. "Chapter 1: Individual and social aspects of learning." Review of research in education 23.1 (1998): 1-24.Salomon, Gavriel, and David Perkins. "Chapter V: Learning in Wonderland: What Do Computers Really Offer Education?." Teachers College Record 97.6 (1996): 111-130.Salomon, Gavriel, David N. Perkins, and Tamar Globerson. "Partners in cognition: Extending human intelligence with intelligent technologies." Educational researcher 20.3 (1991): 2-9.Tishman, Shari, and David Perkins. "The language of thinking." Phi Delta Kappan 78.5 (1997): 368.Tishman, Shari, Eileen Jay, and David N. Perkins. "Teaching thinking dispositions: From transmission to enculturation." Theory into practice 32.3 (1993): 147-153.----Also see:Perkins, David. The Quest for Permanence: The Symbolism of Wordsworth, Shelley, and Keats. Harvard University Press, 1959.[...]