David R Olson

David Olson is a University Professor Emeritus at OISE/University of Toronto.

 

January, 2010

CURRICULUM VITAE

 

Name:             David Richard Olson

Address:            OISE/University of Toronto

252 Bloor Street West

Toronto, Ontario M5S 1V6

(416) 923-6641 (ext. 2572)

Email:            david.olson@utoronto.ca

Fax:            (416) 926-4713

Date of Birth:            June 16, 1935

Citizenship: Canadian

Academic Background:

B.Ed.            University of Saskatchewan, 1960

M.Ed.            University of Alberta, 1962

Ph.D.            University of Alberta, 1963

Ph.D. (Honor)            University of Gothenburg, Sweden, 1994

LLD (Honor)            University of Saskatchewan, 1997

 

Status:            Full member of School of Graduate Studies, University of Toronto

Member, Centre for Applied Cognitive Science

Professor Emeritus, Department of Human Development and Applied             Psychology

University Professor Emeritus, University of Toronto

Teaching and Research Experience:

1955 – 1956            Teacher, Grades 4-8, Alsask Elementary School, Alsask, Saskatchewan

1956 – 1958            Teacher, Grade 10-12 Sciences, Western Christian College, Weyburn, Saskatchewan

1963 – 1965            Assistant Professor, Education, Dalhousie University

1966 – 1971            Associate Professor, Applied Psychology, The Ontario Institute for Studies in Education

1971 – present             Professor, Human Development & Applied Psychology, The Ontario Institute for Studies in Education/University of Toronto

1976 – 1978            Consultant, National Institute of Education, Washington, DC

1976 – 1978            Consultant, Center for Study of Reading and Cognition, University of Illinois

1982 – 1990            Director/Co-director, McLuhan Program in Culture and Technology, University of Toronto

1995 –             Cross-Appointed to University College, University of Toronto

1998 – present            University Professor, University of Toronto

 

Honors:

1960 – 1961            Carnegie Research Fellowship

 

1961            F. F. Reeves Intersession Bursary

1961 – 1962            University of Alberta Teaching Fellowship

 

1962 – 1963            W. J. Gage Fellowship for Research on Concept Formation

 

1964 (Summer)            Canada Council Category 7 Award

Centre for Cognitive Studies

 

1964 (Summer)            Research Fellow, Harvard University

Centre for Cognitive Studies

 

1965 – 1966            Research Fellow, Harvard University, Center for Cognitive Studies

 

1965 – 1966            Canada Council Post-Doctoral Research Fellowship

 

1969 – 1970            Fellow – Stanford University

 

1969 – 1970            Canada Council Leave Fellowship

 

1974 – 1975            Fellow — Wolfson College and Department of Experimental Psychology; Oxford University, Oxford, England

 

1974 – 1975            Spencer Foundation Fellowship

 

1975 (Summer)            Van Leer Jerusalem Foundation Fellowship

 

1976 – present            Fellow, Canadian Psychological Association

1978 – 1979            Fellow, Netherlands Institute for Advanced Studies in Humanities and Social Sciences

1983 – 1984            Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford, California

1987- 1988            Fellow, Commonwealth of Australia, Departments of Education

1994- 1997            Senior Scholar, The Spencer Foundation

1994            Fellow, Royal Society of Canada

1994                        Honorary Doctor of Philosophy, University of Gothenburg, Sweden

1995            CEA/Whitworth Award in Educational Research

1997            Honorary Doctor of Laws, University of Saskatchewan

1998            William S. Gray Citation of Merit, International Reading Association

1998                                    University Professor, University of Toronto

1999                                    Fellow, National Academy of Education (US)

1999                                    Fellow, Reading Hall of Fame, International Reading Association

1999- 2000                        Fellow, Wissenschaftskolleg zu Berlin (Centre for Advanced Studies in                                                 the Humanities and Social Sciences)

2000                                    Festschrift: Minds in the Making: Essays in Honor of David R. Olson

(J. Astington, ed.)  Oxford: Blackwell

2001                        Visiting Erskine Fellow, University of Canterbury, Christchurch, NZ

2003                        Centennial Lansdowne Visitor, University of Victoria, British Columbia

2004                        Finalist, Grawemeyer Award

2007                                    Visiting Professor, Department of Psychology, Bilkent University,                                                             Ankara, Turkey

2009                                    Fellow, American Educational Research Association

Professional activities: (past 7 years) – Executive and Editorial positions

a)  Editorial boards of scholarly journals:

1975-1984            Applied Psycholinguistics

1975-1985            Research in the Teaching of English

1978-present            Journal of Communication

1978-present            Interchange

1980-present            First Language

1981-present            Developmental Review

1982-1997            Behavioral and Brain Sciences

1983-present            Infancia Aprendizaje

1983-1992            Journal of Educational Psychology

1988-1992            Canadian Psychology

1989-present            Visible Language

1991-1994            Cognitive Development

1992-present            Studies in Written Language

1992-present            Substratum

1992-present            Studies in Written Language and Literacy, John Benjamins

1993-present            Written Communication

 

1995-present            Metaphor and Symbolic Activity

 

1996-1999            American Educational Research Journal

 

1996-2005            Written Language and Literacy

 

2001-present            EME- Explorations in Media Ecology

 

2002-present            British Journal of Educational Psychology

2008-present            Culture and Education

2010-            Psicologia e Scuola [Psychology and School]

b)  Executive positions:

1992-1997            Acting Centre Head, Centre for Applied Cognitive Science (OISE)

1988 – 1989             President, Canadian Psychological Association

1987-present            Board of Advisors, American Biographical Institute

1982 – 1990                        Co-Director, McLuhan Program in Culture and Technology

 

On-line video lecture

“Responsibility for learning” November 18, 2011, University of British Columbia, LLED.

http://lled.educ.ubc.ca/dr-david-olson-responsibility-learning-now-online

 

Publications:

a)  Books

Olson, D. R. & Torrance, N. G. (Eds.) (2009).  Cambridge Handbook of Literacy.  Cambridge, UK: Cambridge University Press.

Olson, D. R. (2007).  Jerome Bruner: The cognitive revolution in educational theory.  New York: Continuum.

Olson, D. R. & Cole, M. (Eds.) (2006). Culture, technology and history: Implications of the work of Jack Goody.  Mahwah, NJ: Erlbaum.

Olson, D. R. (2003).  Psychological theory and educational reform: How schools remake mind and society.  Cambridge: Cambridge University Press.  Also published in French as L’ecole entre institution et pedagogie: Repenser la reforme, Trans. Yves Bonin. Paris: Editions Retz.

Brockmeier, J., Wang, M., & Olson, D. R.  (Eds.).  (2002). Literacy, narratives and culture. London:  Curzon.

Olson, D. R., & Torrance, N.  (Eds.).  (2001).  The making of literate societies.   Oxford:  Blackwell.

Zelazo, P., Astington, J., & Olson, D.  (Eds.).  (1999).  Developing theories of intention.  Mahwah, NJ:  Erlbaum.

Olson, D. R., & Torrance, N. (Eds.). (1996). Modes of thought: Explorations in culture and cognition. New York: Cambridge University Press.

Olson, D. R., & Torrance, N. (Eds.). (1996). Handbook of education and human development: New models of learning, teaching and schooling. Oxford: Blackwell.  Also published in Portugese as Educacao e Desenvolvimento Humano.  Sao Paulo:  Artemeo; in Korean (forthcoming) by Hakjisa Publishers.

Taylor, I., & Olson, D. R. (Eds.). (1995). Scripts and literacy: Reading and learning to read alphabets, syllabaries, and characters. Amsterdam: Kluwer.

Olson, D. R. (1994). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.  Also published in Spanish (1997) el mundo sobre el papel.  Barcelona:  Gedisa Editorial; in Portugese (1997) O mundo no papel.  Sao Paulo:  Editora Atica; in French (1999) L’Universe de l’ecrit.  Paris:  Retz; in Greek, forthcoming; in Polish, forthcoming.  (Chapter 1 is anthologized in B. B. Street, Ed., (2003) Literacy: A handbook.  London: Routledge).  (An excerpt in Japanese will be published in Uplift English Nyushi-Hatten. Shizuoka, Japan: Zkai).

Olson, D. R., & Torrance, N. G. (Eds.) (1991). Literacy and orality. Cambridge: Cambridge University Press. Also published in Italian  (1995) Alfabetizzazione e oralità.  Milan: Raffaello Cortina Editore; in Portuguese (1995) Cultura escrita e oralidade.  Sõa Paulo: Editora Atica, 1995; and in Spanish (1995) Cultura escrita y oralidad. Barcelona: Gedisa Editorial; and in Arabic (2010) by the Supreme Council of Culture for Egypt.

Astington, J. W., Harris, P. L., & Olson, D. R. (Eds.) (1988). Developing theories of mind. Cambridge: Cambridge University Press.

van Holthoon, F., & D. R. Olson (Eds.) (1987). Common sense: The foundations for social science. Lanham, MD: University Press of America.

Olson, D. R., Torrance, N., & Hildyard, A. (Eds.) (1985). Literacy, language and learning: The nature and consequences of reading and writing. Cambridge: Cambridge University Press.

Olson, D. R., & Bialystok, E. (1983). Spatial cognition: The structure and development of the mental representation of spatial relations. Hillsdale, NJ: Erlbaum.

Olson, D. R. (Ed.) (1980). The social foundations of language and thoughtEssays in honor of Jerome S. Bruner. New York: Norton.

Olson, D. R. (Ed.) (1974). Media and symbols: The forms of expression, communication and education. The 73rd Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Olson, D. R. (1970). Cognitive development: The child’s acquisition of diagonality. New York: Academic Press. (Second edition: L. E. Erlbaum and Associates, 1996)

 

b)  Chapters in Books and Handbooks

 

 

 

Olson, D. R. (forthcoming).  Language, literacy and mind: The literacy hypothesis.  In D. Preiss             (Ed.), Writing: A mosaic of new perspectives.  New York: Sage.

 

Olson, D. R. (forthcoming).  What happens when oral traditions are written down?  In N. Babu &             G. Misra (Eds.), Culture and cognition: A developmental perspective.  London: Sage.

 

Olson, D. R. (forthcoming).  Literacy and the technologies of knowing.  In R. Spiro (Ed.),             Reading at a Crossroads? Disjunctures and Continuities in Current Conceptions and             Practices.  London: Routledge.

 

Olson, D. R. (forthcoming).  Writing systems, language production and modes of rationality.  In             M. Goldrick & M. Miozzo, Eds. Oxford Handbook of Language Production.  Oxford,             UK: Oxford University Press.

Olson, D. R. (forthcoming).  Literacy in mind and society.  In P. Daniels, Writing systems of the world (Second edition). 

 

Olson, D. R. (2012).  Narrative, cognition and rationality.  In J. P Gee and M. Handford,             Eds.,  Routledge Handbook of Discourse Analysis (Pp. 604-615).  London: Routledge.

 

Olson, D. R. (2010).  The making of a discipline.  In Sternberg, R. & D. Preiss, Eds.,             Innovations in Educational Psychology:  Perspectives on Learning, Teaching and Human             Development. New York: Springer.

 

Olson, D. R. (2010).  Whatever happened to pedagogical theory?  D. Aram & D. Korat (Eds.), Literacy development and enhancement across orthographies and cultures: Essays in honor of Iris Levin.  Jerusalem: Hebrew University Magnes Press and London: Springer.

 

Olson, D. R. (2010).  Literacy, literature and mind: Jerome Bruner and the narrative turn in             cognition.  Qualitative Research in psychology, 9, 171-185.

 

Olson, D. R. (2010).  Footnotes to Goody.  In Guichard (Ed.),. Écritures: sur les traces de Jack             Goody, Presses de l’ENSSIB, Villeurbanne. (Online: barthes.enssib.fr/articles/)

Olson, D. R. (2009). Writing. In Art, image, language and culture.  Research Institute on Communication and Languages, University of Lisbon, Portugal and the Coa Museum of Paleolithic Art.  (http://www.arte-coa.pt)

Olson, D. R. & Torrance, N. G. (2009).  Preface.  In D. R. Olson & N. G. Torrance, Eds., The Cambridge Handbook of Literacy  (Pp.xiii-xxi).  Cambridge, UK: Cambridge University Press.

Olson, D. R. (2009).  Literacy, literacy policy and the school.  In D. R. Olson & N. G. Torrance, Eds., The Cambridge Handbook of Literacy.  (Pp. 566-576).  Cambridge, UK: Cambridge University Press.

Brockmeier, J. & Olson, D. R. (2009).  The literacy episteme.  In D. R. Olson & N. G. Torrance, Eds., The Cambridge Handbook of Literacy. (Pp. 3-22). Cambridge, UK: Cambridge University Press.

Olson, D. R. (2009).  The history of writing.  In R. Beard, D. Myhill, J. Riley, & M. Nystrand Eds., Sage Handbook of writing development. (Pp. 6-16) Thousand Oaks, CA: Sage.

Olson, D. R. (2009). Demythologising literacy.  In B. V. Street & A. Lefstein (Eds.), Literacy: An advanced resource book.  Abingdon, Oxon: Routledge.  (This is an anthologized version of Chapter 1 of The world on paper).

Olson, D. R. (2009).  The natural history of pedagogy.  In D. Berliner & H. Kupermintz (Eds.),  Fostering change in institutions, environments, and people: A festschrift in honor of Gabi Salomon. (Pp. 1-14) New York: Routledge.

Olson, D. R. (2009).  Why literacy matters, then and now.  In Johnson, W. A. (Ed.), Ancient literacies: the culture of reading in Greece and Rome.  (Pp. 385-403).  Oxford: Oxford University Press.

Olson, D. R. (2007).  History of schools and writing.  In C. Bazerman (Ed.), Handbook of research on writing.  Pp. 283-292) Mahwah, NJ: Erlbaum.

Olson, D. R. (2007).  Whatever happened to the “Toronto School”.  In R. Watson & M. Blondheim (Eds), The Toronto school of Communication Theory.   (Pp. 254-360). Toronto: University of Toronto Press.

Horowitz, R. & Olson, D. R. (2007).  Texts that talk. In R. Horowitz, (Ed.), Talking texts: Knowing the world through instructional discourse.  (Pp. 55-90).  Mahwah, NJ: Erlbaum.

Olson, D. R. (2006).  The documentary tradition in mind and society.  In D. R. Olson & M. Cole, (Eds.), Culture, technology and history: Implications of the work of Jack Goody (Pp. 289-304).  Mahwah, NJ: Erlbaum.

Olson, D. R. & Cole, M. (2006).  Preface: Technology and social change.  In D. R. Olson & M. Cole, (Eds.), Culture, technology and history: Implications of the work of Jack Goody (Pp. ix-xvii)

Olson, D. R. (2006).  Becoming responsible for who we are: The trouble with traits.  In Howard Gardner under fire: A rebel psychologist faces his critics (Pp. 39-44).  Chicago: Open Court.

Olson, D. R., Antonietti, A. Liverta-Sempio, O., & Marchetti, A. (2006).  The mental verbs in different conceptual domains and in different cultures.  In A. Antonietti, O. Liverta-Sempio & A. Marchetti (Eds.), Theory of mind and language in developmental contexts (Pp. 31-64).  New York: Springer.

Olson, D. R. (2005). L’Oralite au pays des livres.  In P. Severac, Ed., Lire et ecrire.  Auxerre, FR: Sciences Humaines.  (this is an anthologized version of an earlier paper).

Olson, D. R. (2005). Foreward to Homer, B. & Tamis-LeMonda, C. (Eds.), The development of social cognition and communication (Pp. XV-XVII).  Mahwah, NJ: Erlbaum. 

Olson, D. R. (2005).  Shaping literacy policy: From abstract principles to accountable practices.  In N. Basica, A. Cumming, A. Datnow, K. Leithwood & D. Livingstone (Eds.),  International Handbook of Educational Policy. New York: Springer.

Olson, D. R.  (2005).  Mind, brain, and culture.  In C. Erneling & D. M. Johnson (Eds.), Mind as a scientific object:  Between brain and culture.  New York:  Oxford University Press.

Peskin, J. & Olson, D. R. (2004).  On reading poetry.  In R. A. Berman (Ed.), Language development across childhood and adolescence.  Amsterdam:  Benjamins.

Olson, D. R. (2004).  Manieres d’ecrire, manieres de lire.  Des alphabets a l’internet.  In J.-M. Salaun & C. Vandendorpe (Eds.), Les defis de la publication sur le Web: Hyperlectures, cybertextes et meta-editions.  Lyons, France: Presses de l’enssib.

Olson, D. R.  (2004).  The cognitive consequences of literacy.  In P. Bryant & T. Nunes (Eds.), Handbook of children’s literacy.  Amsterdam:  Kluwer.

Olson, D. R.  (2004).  Knowledge and its artifacts.  In K. Chemla (Ed.), History of scienceHistory of text. Amsterdam:  Kluwer.

Olson, D. R. (in press). Writing as a technology of the mind. In E. Hjelmquist (Ed.), Technologies of thought. Amsterdam: Benjamins.

Olson, D. R.  (2002).  Literacy in the millenium just passed.  In K. Euler and E. Hjelmquist (Ed.), Dyslexia and literacy:  A tribute to Ingmar Lundberg.  London: Whurr. (pp. 23-38)

Olson, D. R. (2002).  What writing does to the mind.  In E. Amsel & J. P. Byrnes, (Eds.), Language, literacy, and cognitive development:  The development and consequences of symbolic communication.  Mahwah, NJ: Erlbaum.

Olson, D. R., & Kamawar, D.  (2002).  Writing as a form of quotation.  In J. Brockmeier, M. Wang, & D. Olson (Eds.), Literacy, narrative, and culture.  London:  Curzon.

Brockmeier, J., & Olson, D. R.  (2002).  Introduction:  What is a culture of literacy.  In J. Brockmeier, M. Wang, & D. Olson, (Eds.), Literacy, narrative, & culture.  London:  Curzon.

Olson, D. R., & Torrance, N. G.  (2001).  Conceptualizing literacy as a personal skill and as a social practice.  In D. R. Olson & N. G. Torrance (Eds.), The making of literate societies.  Oxford:  Blackwell.

Olson, D. R. (2001).  Literate minds; literate societies.  In P. Tynjala, L. Mason, & K. Lonka (Eds.), Writing as a learning tool.  Volume 7, Studies in Writing.  Dordrecht: Kluwer.

Olson, D. R. (2001).  From utterance to text: The bias of language in speech and writing.  In S. Beck & L. Olah, Eds. Perspectives of Language and Literacy, Reprint Series # 35, Harvard Educational Review.  (This is a reprint of the original 1977 article.)

Olson, D. R.  (2001).  Education, the bridge from culture to mind.  In D. Bakhurst & S. Shanker (Eds.), Language, culture, self:  The Philosophy of Jerome Bruner.  Thousand Oaks, CA:  Sage.

Olson, D. R., & Katz, S.  (2001).  The fourth folk pedagogy.  In B. Torff & R. Sternberg (Eds.) Understanding and teaching the intuitive mind.  Mahwah, NJ:  Erlbaum.

Olson, D. R.  (1999).  There are x kinds of learners in a single class:  Diversity without “Individual differences”.  In J. Gaffney & B. Askew (Eds.), Stirring the waters:  A tribute to Marie Clay.  Portsmouth, NH:  Heinemann.

Olson, D. R.  (1999).  Truth and its negation:  Macnamara’s analysis of logic in a cognitive psychology.  In R. Jackendoff, P. Bloom & K. Wynn (Eds.), Language, logic and concepts:  Essays in memory of John Macnamara .  Cambridge, MA:  MIT Press.

Olson, D. R., & Kamawar, D.  (1999).  The theory of ascriptions.  In Zelazo, P., Astington, J., & Olson, D. (Eds.), Developing theories of intention.  Mahwah, NJ:  Erlbaum.

Olson, D. R., Astington, J. & Zelazo, P.  (1999).  Introduction:  Actions, intentions and attributions.  In Zelazo, P., Astington, J., & Olson, D. (Eds.), Developing theories of intention..  Mahwah, NJ:  Erlbaum.

Olson, D. R. (1997).  Critical thinking:  Learning to talk about talk and text.  In G. D. Phye (Ed.), Handbook of academic learning:  The construction of knowledge (Educational Psychology Series).  San Diego, CA:  Academic Press, Inc.

Olson, D. R. (1997).  On the relations between speech and writing.  In C. Pontecorvo (Ed.), Writing development:  An interdisciplinary view.  Amsterdam:  Benjamins.

Olson, D. R. (1997).  A new mentality.  In G. Wolf & N. Love (Eds.), Linguistics Inside Out:  Roy Harris and his Critics.  Amsterdam: Benjamins.

Olson, D. R., & Bruner, J. S. (1996). Folk psychology and folk pedagogy. In D. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching and schooling (pp. 9-27). Oxford: Blackwell.

Olson, D. R. (1996). Literacy, consciousness of language, and modes of thought. In D. R. Olson & N. Torrance (Eds.), Modes of thought: Explorations in culture and cognition  (pp. 141-151). New York: Cambridge University Press.  Reprinted in S. Goodman, T. Lillis, J. Maybin & N. Mercer, Eds., (2003)  Language, literacy and education: A reader.  (pp. 67-76). Stoke on Trent, UK: Trentham Books.

Olson, D. R., & Torrance, N. (1996). Introduction. In D. R. Olson & N. Torrance (Eds.), Modes of thought: Explorations in culture and cognition (pp. 1-11). New York: Cambridge University Press.

Olson, D. R. (1995). Writing and the mind. In J. V. Wertsch, P. del Río Pereda & A.Alvarez (Eds.), Sociocultural studies of mind (pp. 95-123). Cambridge: Cambridge University Press.  Also translated into Spanish (1987) La escritura y la mente.

Olson, D. R. (1994). Literacy and the making of the Western mind. In L. Verhoeven (Ed.), Functional literacy: Theoretical issues and educational implications (pp. 135-150). Amsterdam: Benjamins.

Olson, D. R., & Campbell, R. (1994). Representation and misrepresentation: On the beginnings of symbolization in young children. In D. Tirosh (Ed.), Implicit and explicit knowledge: An educational approach (pp. 83-95). Norwood, NJ: Ablex.

Olson, D. R., & Campbell, R. (1993). Constructing representations. In C. Pratt & A. F. Garton (Eds.), Systems of representation in children: Development and use (pp. 11-26). Chichester, UK: Wiley.

Olson, D. R. (1993). Writing, literal meaning, and logical proof. In R. Scholes (Ed.), Literacy and language analysis (pp. 167-179). Hillsdale, NJ: Erlbaum.

Olson, D. R., & Babu, N. (1992). Critical thinking as critical discourse. In S. P. Norris (Ed.), The generalizability of critical thinking: Multiple perspectives on an educational ideal (pp. 191-197). New York: Teachers College Press.

Olson, D. R. (1991). Literacy as metalinguistic activity. In D. R. Olson & N. Torrance, (Eds.), Literacy and orality (pp. 251-270). Cambridge: Cambridge University Press.

Olson, D. R. (1991). Literacy and objectivity: The rise of modern science. In D. R. Olson & N. Torrance (Eds.), Literacy and orality (pp. 149-164). Cambridge: Cambridge University Press.

Olson, D. R. (1991). Children’s understanding of text and interpretation. In A. McKeough & J. Lupart (Eds.),Theory-based instruction: Cognition and learning (pp. 15-31). Hillsdale, NJ: Erlbaum.

Olson, D. R. (1990). Mythologizing literacy. In S. P. Norris & L. M. Phillips (Eds.), Foundations of literacy policy in Canada (pp. 15-22). Calgary, AB: Detselig Enterprises Ltd.

Olson, D. R. (1990). Thinking about narrative. In B. Britton & A. Pellegrini (Eds.), Narrative thought and narrative language (pp. 99-111). Hillsdale, NJ: Erlbaum.

Campbell, R., & Olson, D. R. (1990). Children’s thinking. In R. Grieve & M. Hughes (Eds.), Understanding children: Essays in honour of Margaret Donaldson (pp. 189-209). Oxford: Blackwell.

Olson, D. R. (1989). Symbols and their uses. In B. Abu-Laban (Ed.), University research and the future of Canada (pp. 323-333). Ottawa: University of Ottawa Press.

Olson, D. R. (1989). Literate thought. In C.K. Leong & B.S. Randhawa (Eds.), Understanding literacy and cognition: Theory, research and application. (pp. 3-15) New York: Plenum.

Olson, D. R. (1989). On literacy and cognition: A critical summation. In C.K. Leong & B.S. Randhawa (Eds.), Understanding literacy and cognition: Theory, research and application (pp. 315-317). New York: Plenum.

Olson, D. R. (1988). Mind and the technologies of communication. In J. Hattie, R. Kefford & P. Porter (Eds.), Skills, technology and management in education (pp. 83-90). Deakin, A.C.T.: Australian College of Education.

Olson, D. R. (1988). On the language and authority of textbooks. In S. de Castell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 233-244). London/Philadelphia: Falmer Press.

Olson, D. R. (1988). Sources of authority in the language of the school: A response to “Beyond criticism.” In S. de Castell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 261-262). London/Philadelphia: Falmer Press.

Olson, D. R. (1988).Interpreting texts and interpreting nature: The effects of literacy on hermeneutics and epistemology. In R. Säljo (Ed.), Springer Series in Language and Communication: Vol. 23. The written world (pp. 123-138). New York: Springer-Verlag.

Olson, D. R., Astington, J. W., & Harris, P. L. (1988). Introduction. In J. W. Astington, P. L. Harris & D. R. Olson (Eds.), Developing theories of mind (pp. 1-15). Cambridge: Cambridge University Press.

Olson, D. R. (1988). On the origins of beliefs and other intentional states in children. In J. W. Astington, P. L. Harris & D. R. Olson (Eds.), Developing theories of mind (pp. 414-426). Cambridge: Cambridge University Press.

Olson, D. R. (1987). Schooling and the transformation of common sense. In F. van Holthoon & D. Olson (Eds.), Common sense: The foundations for social science (pp. 319-344). Lanham, MD: University Press of America.

Olson, D. R. (1987). Television and literacy. In M. Manley-Casimir & C. Luke (Eds.), Children and television: A challenge for education (pp. 145-152). New York: Praeger.

Bialystok, E., & Olson, D. R. (1987). Spatial categories: The perception and conceptualization of spatial relations. In S. Harnad (Ed.), Categorical perception: The groundwork of cognition (pp. 511-531). Cambridge: Cambridge University Press.

Watson, R., & Olson, D. R. (1987). From meaning to definition: A literate bias on the structure of meaning. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 329-353). San Diego, CA: Academic Press.

Olson, D. R., & Astington, J. W. (1986). Children’s acquisition of metalinguistic and metacognitive verbs. In W. Demopoulos and A. Marras (Eds.), Language learning and concept acquisition (pp. 184-199). Norwood, NJ: Ablex.

Olson, D. R., & Torrance, N. G. (1986). Some relations between children’s knowledge of metalinguistic and metacognitive verbs and their linguistic competencies. In I. & M. Gopnik (Eds.), From models to modules: Studies in cognitive sciences from the McGill workshops (pp. 66-81). Norwood, NJ: Ablex.

Olson, D. R. (1986). Intelligence and literacy: The relationships between intelligence and the technologies of representation and communication. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 338-360). Cambridge: Cambridge University Press.

Olson, D. R. (1986). Learning to mean what you say: Toward a psychology of literacy. In S. de Castell, A. Luke & K. Egan (Eds.), Literacy, society and schooling: A reader (pp. 145-158). Cambridge: Cambridge University Press.

Olson, D. R. (1985). Introduction. In D. R. Olson, N. G. Torrance & A. Hildyard (Eds.), Literacy, language and learning: The nature and consequences of reading and writing (pp. 1-15). Cambridge: Cambridge University Press.

Torrance, N., & Olson, D. R. (1985). Oral and literate competencies in the early school years. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language and learning: The nature and consequences of reading and writing. Cambridge: Cambridge University Press.

Olson, D. R. (1985). On the designing and understanding of written texts. In T. R. Duffy & R. Waller (Eds.), Designing usable texts (pp. 3-15). San Diego, CA: Academic Press.

Olson, D. R. (1984). “See! Jumping!” Some oral language antecedents of literacy. In H. Goelman, A. Oberg & F. Smith (Eds.), Awakening to literacy (pp. 185-192). London: Heinemann.

Torrance, N. G., & Olson, D. R.. (1984). Oral language competence and the acquisition of literacy. In A. D. Pellegrini & T. D. Yawkey (Eds.), The development of oral and written language in social contexts (pp. 167-181). Norwood, NJ: Ablex.

Olson, D. R. (1984). McLuhan on literacy: “Bringing language into line with print.” In D. de Kerckhove & A. Iannucci (Eds.), McLuhan e la metamorfosi dell’uomo (pp. 51-59). Rome, Italy: Bulzoni Editors.

Olson, D. R., Bell, B., & Torrance, N. G. (1983). Discourse cohesion in first grade children’s conversations. In S. Ehrlich, S., S. Embleton & G. Ewing (Eds.), The Proceedings of Focus on Discourse: Papers in honor of H. A. Gleason, Jr. (pp. 113-152). Toronto: Department of Linguistics, University of Toronto.

Olson, D. R., & Bialystok, E. (1983). Spatial cognition: The mental representation of objects and forms. In B. de Gelder (Ed.), Knowledge and representation (pp. 121-138). London: Routledge and Kegan Paul.

Olson, D. R., & Hildyard, A. (1983). Writing and literal meaning. In M. Martlew (Ed.), The psychology of writing (pp. 41-65). New York: Wiley.

Olson, D. R. & Torrance, N. G. (1983). Literacy and cognitive development. In S. Meadows (Ed.), Developing thinking: Approaches to childhood cognitive development (pp. 142-160). London: Methuen.

Olson, D. R., & Hildyard, A. (1983). Literacy and the comprehension and expression of literal meaning. In F. Coulmas and K. Ehlich (Eds.), Writing in focus (pp. 291-325). New York: Mouton.

Olson, D. R., & Torrance, N. G. (1983). Writing and criticizing texts. In B. Kroll & G. Wells (Eds.), Explorations in the development of writing (pp. 31-42). Chichester, UK: Wiley.

Hildyard, A., & Olson, D. R. (1982). On the structure and meaning of prose text. In W. Otto & S. White (Eds.), Reading expository material (pp. 155-184). New York: Academic Press.

Hildyard, A., & Olson, D. R. (1982). On the comprehension and memory of oral vs. written discourse. In D. Tannen (Ed.), Advances in discourse processes: Vol. 9. Spoken and written language: Exploring orality and literacy (pp. 19-33). Norwood, NJ: Ablex Publishing Co.

Olson, D. R. (1981). The literate native speaker: Some intellectual consequences of the language of schooling. In F. Coulmas (Ed.), A festschrift for native speaker (pp. 379-389). The Hague: Mouton.

Olson, D. R., & Torrance, N. G. (1981). Learning to meet the requirements of written text: Language development in the school years. In C. H. Frederiksen & J. F. Dominic (Eds.), Writing: The nature, development, and teaching of written communication (pp. 235-255). Hillsdale, NJ: Erlbaum.

Olson, D. R. (1981). Writing: The divorce of the author from the text. In B. M. Kroll & R. J. Vann (Eds.), Exploring speaking-writing relationships: Connections and contrasts (pp. 99-110). Urbana, IL: National Council of Teachers of English.

Olson, D. R., & Hildyard, A. (1981). Assent and compliance in children’s language. In W. P. Dickson (Ed.), Children’s oral communication skills (pp. 313-335). New York: Academic Press.

Olson, D. R. (1980). Some social aspects of meaning in oral and written language. In D. R. Olson (Ed.), The social foundations of language and thought: Essays in honor of Jerome S. Bruner. New York: W. W. Norton.

Olson, D. R. (1979). Doing it, saying it, and thinking it: Language and the cognitive processes of children. In P. Guidoni (Ed.), Cognitive approaches in an integrated curriculum for the primary school. Rome: Accademia Nazionale dei Lincei.

Olson, D. R., & Nickerson, N. (1978). Language development through the school years: Learning to confine interpretation to the information in the text. In K. Nelson (Ed.), Children’s language: Vol. 1. New York: Gardner Press, Inc.

Bruner, J. S., & Olson, D. R. (1978). Symbols and texts as tools of intellect. In The psychology of the 20th century: Vol. 7. Piaget’s development and cognitive psychology within the extended context. Zurich: Kindler Publishing House.

Olson, D. R. (1978). Assent and compliance in children’s language comprehension. In Proceedings of Theoretical Issues in Natural Language Processing (TINLAP-2). Urbana, IL: University of Illinois.

Olson, D. R. (1977). The languages of instruction: The literate bias of schooling. In R. Anderson, R. Spiro, & W. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 65-89). Hillsdale, NJ: Erlbaum.

Hildyard, A., & Olson, D. R. (1977). The role of long and short-term memory in the verification of active and passive sentences. In R. Sarrasin (Ed.), Psycholinguistique experimentale et theoretique. Montreal: Les Presses de l’Universite du Quebec.

Olson, D. R. (1976). Notes on a cognitive theory of instruction. In D. Klahr (Ed.), Cognition and instruction. Hillsdale, NJ: Erlbaum.

Olson, D. R. (1976). Culture, technology and intellect. In L. Resnick & R. Glaser (Eds.), The nature of intelligence. Hillsdale, NJ: Erlbaum.

Olson, D. R. (1975). On the relations between spatial and linguistic processes. In J. Eliot & N. Salkind (Eds.), Children’s spatial development: New research orientations. Springfield, IL: Charles C. Thomas.

Olson, D. R. (1975). The media of expression, communication and education. In J. Brown (Ed.), Educational media yearbook. New York, NY: R. R. Barker Co.

Olson, D. R., & Bruner, J. S. (1974). Learning through experience and learning through media. In D. R. Olson (Ed.), Media and symbols: The forms of expression, communication and education(The 73rd Yearbook of the National Society for the Study of Education). Chicago: University of Chicago Press.

Olson, D. R. (1973). Why do different forms of instruction result in similar knowledge? In G. Lozanov (Ed.), Problems of suggestology (pp. 308-312). Sofia, Bulgaria: Ministry of Education.

Bruner, J. S., & Olson, D. R. (1973). Learning through experience and learning through media. In G. Gerbner, L. Gross, & W. Melody (Eds.), Communications technology and social policy: Understanding the new “cultural revolution”. New York: Wiley. Also published in Prospects, 3(1), 20-38.

Olson, D. R. (1972). Language use for communicating, instructing and thinking. In J. Carroll & R. Freedle (Eds.), Language comprehension and the acquisition of knowledge. New York, NY: V. H. Winston.

Olson, D. R., Case, D. C., Wine, W, Pagliuso, S., Crosbie, D., & Gate, A. J. (1972). Teacher-student communication games: Some experiments on instruction. Stanford, CA: Research Memorandum No. 94, Stanford Center of Research and Development in Teaching.

Olson, D. R. (1970). Language acquisition and cognitive development. In C. H. Haywood (Ed.), Social-cultural aspects of mental retardation. New York: Appleton-Century Crofts.

Olson, D. R. (1966). On conceptual strategies. In J. S. Bruner, et al. (Eds.), Studies in cognitive growth. New York: Wiley. Also published (1971) in P. S. Sears & D. H. Feldman (Eds.), Intellectual development: AERA reading project. New York: Wiley.

 

c)  Papers in Refereed Journals

 

Olson, D. R. (in press).  Writing and rationality.  Journal of Russian Psychology

 

Olson, D. R. (in preparation).  Unwilling or unable: The puzzle of responsibility for education and educational failure.  (Submitted to Educational Researcher)

 

Olson, D. R. (in preparation).  Thinking with written language: The conversational and the logical meaning of “or”.

 

Olson, D. R. (in press).  Literacy, rationality and logic: The historical and developmental origins of logical discourse. Written Language and Literacy

 

Olson, D. R. & Oatley, K. (in preparation).  The quotation theory of writing. (Submitted to BJEP).

 

 

Escritt, M. & Olson, D. R. (in press). Children’s uses of notations for memory and communication.

 

Olson, D. R. (2010).  Literacy, literature and mind: Jerome Bruner and the narrative turn in cognition.  Japanese Journal of Discourse, 9, 171-185.

 

Olson, D. R. (2010).  Footnotes to Goody. Écritures: sur les traces de Jack Goody, Éric GUICHARD (ed.), Presses de l’ENSSIB, Villeurbanne.

http://barthes.enssib.fr/articles/Olson08.pdf

 

 

Kamawar, D., & Olson, D. R. (2010). Thinking about representations: The

case of opaque contexts. Journal of Experimental Child Psychology108, 734-746.

 

Oatley, K. & Olson, D. R. (2010). Cues to the imagination in memoir, science, and fiction.  Review of General Psychology, 14, 56-64.

Olson, D. R. (2009).  A theory of reading/writing: From literacy to literature.  Writing Systems Research, 1, 51-64.

Olson, D. R. (2009).  Language, literacy, and mind:  The literacy hypothesis.  Psykhe, 18, 3-9.

 

Hakkarainen, K. & Olson, D. (2009) The uses of evidence in accident analysis by professionally             versus scientifically trained investigators.  European Review of Applied Psychology,

 

Kamawar, D. & Olson, D. R. (2009). Children’s understanding of referentially opaque contexts: The role of metarepresentational and metalinguistic ability. Journal of Cognition and Development, 10(4), 285-305.  

Olson, D. R. (2009).  Education and literacy.  Infancia y Aprendizaie, 32(2), 141-151.

 

Olson, D. R. (2007).  The self-ascription of intention: Responsibility, obligation and self-control.  Synthese, 159, 297-314.

 

Olson, D. R. (2006). Litteratic, scolarisation et cognition: Quelques implications de             l’anthropologie de Jack Goody.  Pratiques, 131-2, 83-95.

 

Olson, D. R. (2006).  Oral discourse in a world of literacy.  Research in the Teaching of             English, 41, 136-143.

 

Olson, D. R. (2005).  The computational mind and the digitized society: A question of rules.  Explorations in Media Ecology. 4, 3-10.

 

Olson, D. R. (2005).  L’oralite au pays des livres.  Sciences Humaines. 159, p. 30-33.  (Anthologized in P. Severac (Ed.), (forthcoming), Lire et ecrire. Auxerre, FR: Sciences Humaines.)

 

Olson, D. R. (2004).  The triumph of hope over experience in the search for “What works”: A  response to Slavin.  Educational Researcher33, 24-26.

 

Olson, D. R.  (2001).  What writing is.  Pragmatics and Cognition, 9:2, 239-258.

 

Peskin, J. & Olson, D. R. (2001).  Young children’s understanding of the continuity of biologically determined behavior when appearances change.  Child study journal, 31, 157-176.

 

Homer, B. D., Brockmeier, J., Kamawar, D. & Olson, D. R. (2001).  From realism to nominalism: Learning to think about words and names.  Genetic, Social and General  Psychology Monographs, 127, 5-25.

 

Katz, S., Earl, L., & Olson, D. R.  (2001).  The paradox of classroom assessment:  A challenge for the 21st century.  McGill Journal of Education, 36, 13-26.

 

Lee, E., Torrance, N., & Olson, D. R. (2001).  Young Children and the Say/Mean Distinction: Verbatim and Paraphrase Recognition in Narrative and Nursery Rhyme Contexts.  J. Child Language, 28, 531-543.

Kamawar, D., & Olson, D. R.  (1999).  Children’s development of a representational theory of language.  Cognitive Development, 14, 531-548.

Lee, K., Olson, D.R., & Torrance, N. (in press).  Chinese children’s understanding of false belief: The role of language.  Journal of Child Language.

Lee, K., McCullough, A., & Olson, D. R. (submitted).  Lies, and lies about lies: Children’s detection of first- and second-order verbal deception.

Klein, P., Olson, D. R., & Stanovich, K. (in press).  Structuring reflection:  Teaching argument concepts and strategies enhances critical thinking.  Canadian Journal of School Psychology.

Klein, P. D., & Olson, D. R.  (2001).  Texts, technology, and thinking:  Lessons from the great divide.  Language Arts, 78(3), 227-236.

Olson, D. R.  (1999).  Le rôle de l’alphabétisation dans la culture occidental.  Revue européenne des sciences sociales, Tome XXXVII, 114, 249-263.

Homer, B., & Olson, D. R.  (1999).  Literacy and children’s conception of words.  Written Language and Literacy2, 113-137.

Olson, D. R.  (1998).  Modelli della mente e processi di apprendimento:  Direzioni per una nuova psicologia dell’educazione (Mental process in learning:  Towards a new psychology of education).  Archivio di Psicologia Neurologia E Psichiatria, LIX, 617-621.  Universita Cattolica Del Sacro Cuore, Milano.

Olson, D. R.  (1998).  Culture as a tool of the mind. Archivio di Psicologia Neurologia E Psichiatria, LIX, 475-484. Universita Cattolica Del Sacro Cuore, Milano.

Keenan, T., Olson, D. R., & Marini, Z. (1998).  Working memory and children’s developing understanding of mind.  Australian Journal of Psychology, 50, 76-82.

Gordon, A. C. L., & Olson, D. R.  (1998).  The relation between acquisition of a theory of mind and the capacity to hold in mind.  Journal of Experimental Child Psychology68, 70-83.

Olson, D. R.  (1997).  The written representation of negation.  Pragmatics & Cognition5(2), 239-256.

Olson, D.  (1996).  Cognitive consequences of literacy.  Vivek9 (2), 3-17.

Olson, D. R. (1996).  Towards a psychology of literacy: On the relations between speech and writing.  Cognition, 60, 83-104.

Olson, D. R. (1996).  Language and literacy:  What writing does to language and mind.  In W. Grabe (Ed.), Technologizing the word, Annual Review of Applied Linguistics16, 3-13.

Keefer, M. W., & Olson, D. R. (1995).  Moral reasoning and moral concerns:  An alternative to Gilligan’s gender based hypothesis.  Canadian Journal of Behavioural Sciences, 26, 420-437.

Olson, D. R. (1995). Conceptualizing the written word: An intellectual autobiography. Written Communication12(3), 277-297.

Astington, J. W., & Olson, D. R. (1995). The cognitive revolution in children’s understanding of mind. Human Development38, 1-11.

Keenan, T., Ruffman, T., & Olson, D. R. (1994). When do children begin to understand logical inference as a source of knowledge? Cognitive Development9(3), 331-354

Torrance, N., & Olson, D. R. (1994). El papel de la alfabetización en la comprensión de la interpretación (On the role of literacy in children’s understanding of interpretation). Substratum2(4), 23-45.

Ruffman, T. K., Olson, D. R., Ash, A., & Keenan, T. (1993). The ABCs of deception: Do young children understand deception in the same way as adults? Developmental Psychology29(1), 74-87.

Ash, A., Torrance, N., Lee, E., & Olson, D. R. (1993). The development of children’s understanding of the evidence for beliefs. Educational Psychology, 13(3/4), pp. 371-384.

Ruffman, T., Perner, J., Olson, D. R., & Doherty, M. (1993). Reflecting on scientific thinking: Children’s understanding of the hypothesis-evidence relation. Child Development64, 1617-1636.

Olson, D. R. (1993). The development of representations: The origins of mental life. Canadian Psychology34(3), 293-306.

Olson, D. R (1993). How writing represents speech. Language and Communication13(1), 1-17.  Also published (1994) as Alfabetizzazione, linguaggio e metalinguiaggio: Come lo scrivere trasforma il parlare in linguaggio. In N. Filograsso (Ed.), Mente conoscenza educazione (pp. 117-126). Rome: Anicia.

MacLaren, R. I., & Olson, D. R. (1993). Trick or treat: Children’s understanding of surprise. Cognitive Development8, 27-46.

Olson, D. R., & Astington, J. W. (1993). Thinking about thinking: Learning how to take statements and hold beliefs. Educational Psychologist, 28(1), 7-23.  Also published in (1994), as Pensare il pensiero: Imparare a interpretare le affermazioni e a considerare le credenze. In O. Liverta Sempio & A. Marchetti (Eds.), Il pensiero dell’altro: Contesto conoscenza e teorie della mente (pp. 429-446). Milano: Raffaello Cortina Editore.

Olson, D. R. (1991). Children’s understanding of interpretation and the autonomy of written texts. In R. H. Horowitz (Ed.), Studies of orality and literacy: Critical issues for the practice of schooling, Special Issue of Text, 11(1), 3‑23.

Ruffman, T. K., Olson, D. R., & Astington, J. W. (1991). Children’s understanding of visual ambiguity. British Journal of Developmental Psychology9, 89-102.

Olson, D. R. (1991). What is one learning when one learns to read? Exceptionality Education Canada, 1(3), 15-25.

Astington, J. W., & Olson, D. R. (1990). Metacognitive and metalinguistic language: Learning to talk about thought. Applied Psychology, 39(1), 77-87.

Olson, D. R., & Astington, J. W. (1990). Talking about text: How literacy contributes to thought. Journal of Pragmatics, 14(5), 557-573.

Torrance, N. G., & Olson, D. R. (1990). Children’s understanding of ambiguity and interpretation. In M. Spoelders (Ed.), Literacy acquisition, A contribution of Communication and Cognition to the International Literacy Year, 1-15.

Olson, D. R. (1990). What children understand of interpretation. Australian Journal of Reading13(4), 300-309.

Olson, D. R. (1990). When a learner attempts to become literate in a second language, what is he or she attempting? In J. Bell (Ed.), ESL Literacy. Special issue of TESL TALK, 20(1), 18-23.

Ruffman, T. K., & Olson, D. R. (1989). Children’s ascription of knowledge to others. Developmental Psychology25(4), 601-606.

Olson, D. R. (1989). Making up your mind. Canadian Psychology, 30(4), 617-627.

Olson, D. R. (1988). Literacy, reading and power. Yale Journal of Criticism2(1), 192- 197.

Olson, D. R. (1988). Literacy, cognition and the cultural conventions of text: An interview with David Olson. Australian Journal of Reading, 11(2), 105-114.

Olson, D. R. (1988). Mind and media: The epistemic functions of literacy. Journal of Communication38(3), 27-36.

Olson, D. R. (1988). Or what’s a metaphor for? Metaphor and Symbolic Activity3(4), 215-222.

Olson, D. R. (Ed.). (1987). Understanding literacy. Special issue of Interchange18(1/2).

Olson, D. R. (1987). An introduction to understanding literacy. Interchange18(1/2), 1-8.

Olson, D. R., & Torrance, N. G. (1987). Language, literacy, and mental states. Discourse Processes10(2), 157-167.

Torrance, N., & Olson, D. R. (1987). Development of the metalanguage and the acquisition of literacy: A progress report. Interchange, 18(1/2), 136-146.

Olson, D. R., & Astington, J. W. (1987). Seeing and knowing: On the ascription of mental states to young children. Canadian Journal of Psychology41(4), 399- 411.

Olson, D. R. (1986). The cognitive consequences of literacy. Canadian Psychology27(2), 109-121. Reprinted in Indirections. 1986, 11, 61-75.

Olson, D. R. (1986). Mining the human sciences: Some relations between hermeneutics and epistemology. Interchange17(2), 159-171.

Olson, D. R., & de Kerckhove, D. (Eds.). (1986). The origins and functions of literacy. Special issue of Visible Language, 20(3).

Olson, D. R. (1986). Interpreting texts and interpreting nature: The effects of literacy on hermeneutics and epistemology. Visible Language20(3), 302-317.

Olson, D. R. (1985). Computers as tools of the intellect. Educational Researcher14, 5-8.

Olson, D. R. (1983). The role of the arts in cognition. In M. Engle (Ed.), “Art and Mind”. Special Issue of Art Education36(1), 36-38.

Robinson, E., Goelman, H. & Olson, D. R. (1983). Children’s understanding of the relationship between expressions (what was said) and intentions (what was meant). British Journal of Developmental Psychology1, 75-86.

Olson, D. R. (1983). Perspectives: Children’s language and language teaching. Language Arts, 60(2), 226-233.

Geva, E., Olson, D. R. (1983). Children’s story retelling. First Language4, 85-110.

Olson, D. R. (1983). Perspectives: Children’s language and language teaching. Language Arts60(2), 226-233.

Olson, D. R. (1982). What is said and what is meant in speech and writing. Visible Language16(2), 151-161.

Olson, D. R. (1982). The language of schooling. Topics in Language Disorders2(4), 1-12.

Scher, A., & Olson, D. R. (1982). Children’s categorical representation of oblique orientation. Perceptual and Motor Skills54(2), 543-547.

Olson, D. R. (1981). McLuhan: Preface to literacy. Journal of Communication31(3), 136-143.

Olson, D. R. (1981). The consequences of television. Interchange12(1), 53-60.

Olson, D. R. (1980). On language and literacy. International Journal of Psycholinguistics7, 69-83.

Olson, D. R. (1980). On the language and authority of textbooks. Journal of Communication30, 186-196.

Bruner, J. S., & Olson, D. R. (1978). Symbols and texts as tools of intellect. In The psychology of the 20th century: Vol. 7. Piaget’s developmental and cognitive psychology within the extended context. Zurich: Kindler Publishing House.

Hildyard, A., & Olson, D. R. (1978). Memory and inference in the comprehension of oral and written discourse. Discourse Processes1, 91-117.

Olson, D. R. (1977). Oral and written language and the cognitive processes of children. Journal of Communication, 27(3), 10-26. Also published (1975) in Bulletin of the British Psychological Society, 28, 363-373.

Olson, D. R. (1977). From utterance to text: The bias of language in speech and writing. Harvard Educational Review47(3), 257-281.  Reprinted in Beck, S., & Olah, L. (Eds.) (2001), Perspectives on language and literacy:  Beyond here and now, Harvard Educational Review, Reprent Series No. 35.Cambridge, MA.  Reprinted also in Harvard Educational Review, Reprint Series No. 14 (1980) and Reprint Series, No. 22 (1991).  This paper has also been included in several anthologies

Olson, D. R., & Hildyard, A. (1977). On the mental representation of oblique orientation. Canadian Journal of Psychology31(1), 3-13.

Olson, D. R., & Nickerson, N. G. (1977). The contexts of comprehension: On children’s understanding of the relations between active and passive sentences. Journal of Experimental Child Psychology23, 402-414.

Pike, R., & Olson, D. R. (1977). A question of more or lessChild Development48, 579-586.

Bruner, J. S., & Olson, D. R. (1977). Symbols and texts as tools of intellect. Interchange, 8, 1-15.

Olson, D. R. (1976). Towards a theory of instructional means. Educational Psychologist12(1), 14-35.

Olson, D. R., & Nickerson, N. G. (1976). The literacy trap. World Education Reports, November, 13, 12-13.

Olson, D. R., & Ford, W. (1975). The elaboration of the noun phrase in children’s description of objects. Journal of Experimental Child Psychology, 19, 371-382.

Olson, D. R. (1975). The languages of experience: On natural language and formal education. Bulletin of the British Psychological Society28, 363-373.

Palef, S., & Olson, D. R. (1975). Spatial and verbal rivalry in a Stroop-like task. Canadian Journal of Psychology, 29, 201-209.

Olson, D. R. (1974). Mass media versus schoolmen: The role of the means of instruction in the attainment of educational goals. Interchange, 5, 11-17.

Olson, D. R. (1973). What is worth knowing and what can be taught. School Review, 82(1), 27-43.

Olson, D. R. (1972). On a theory of instruction: Why different forms of instruction result in similar knowledge. Interchange 3(1), 9-24.

Olson, D. R., & Filby, N. (1972). On the comprehension of active and passive sentences. Cognitive Psychology3(3), 361-381.

Olson, D. R. (1971). Information-processing limitations of mentally retarded children. American Journal of Mental Deficiency75(4), 478-486.

Olson, D. R., & Martin, C. (1971). Variety of exemplars versus linguistic contexts in concept attainment in young children. Developmental Psychology5(1), 13-17.

Olson, D. R. (1970). Language and thought: Aspects of a cognitive theory of semantics. Psychological Review77(4), 257-273.

Olson, D. R., & Baker, N. (1969). Children’s recall of spatial orientation of objects. The Journal of Genetic Psychology114, 273-281.

Olson, D. R., & Lorimer, R. (1969). Conceptual differentiation: Quantity and pouring time. Canadian Journal of Behavioural Science, 1(4), 273-281.

Olson, D. R., & Pagliuso, S. (1968). Introduction. In D. R. Olson & S. Pagliuso (Eds.), From perceiving to performing: An aspect of cognitive growth. Ontario Journal of Educational Research10(3), 203-210.

Olson, D. R. (1967). The impasse amongst learning theory, cognitive theory and educational theory. Educational Psychologist8(4), 348-353.

Olson, D. R. (1967). Tapping the mind of the child. The Manitoba Teacher45, 26-28.

Olson, D. R., & Pau, A. S. (1966). Emotionally loaded words and the acquisition of a sight vocabulary. Journal of Educational Psychology57(3), 174-178.

Olson, D. R., Rumley, E., Reardon, B., & Gill, J. J. (1966). Creativity and social acceptability. Canadian Education and Research Digest, 6, 205-208.

Olson, D. R. (1966). The role of speech in the behaviour of children: A theoretical overview. Ontario Journal of Educational Research8(3), 249-259.

Olson, D. R., & Karagianis, L. D. (1966). Children’s learning to respond to the ground of a figure-ground stimulus. Ontario Journal of Educational Research9(1), 33-42.

Olson, D. R. (1965). Note on Haselrud and Meyer’s transfer-of-principles experiment. Journal of Educational Psychology56(2), 107-108.

Olson, D. R. & Harper, R. J. C. (1963). The role of stimulus affect on concept attainment. The Alberta Journal of Educational Research9(3), 125-131.

Olson, D. R., & McArthur, R. S. (1962). The effect of foreign language background on intelligence test performance. The Alberta Journal of Educational Research8(3), 157-167.

d)  Refereed Book Reviews and Commentaries

Olson, D.R. (2009).  Review of “Predicative minds:  The social ontogeny of propositional thinking” by R. Bogdan.  Cognitive Development, 24,

Olson, D. R. (2002).  Review of S. Hawkins “Writing and colonialism in Northern Ghana” and S. Franklin, “Writing, society and culture in early Rus, c. 950-1300”, Language in society,

Olson, D. R. (2006).  Review of R. Narasimhan “Characterizing literacy: A study of Western and Indian literacy experiences.  Interchange, 344-345.

Olson, D. R. (1998).  Institutions are real but internalization is not.  Human Development,

Olson, D. R. (2002) Review of R. Harris “Rethinking writing”, Language in Society, 31, 449-452.

Olson, D. R. & Homer, B. (1998). How children create knowledge.  Essay review of K. Nelson, Language in cognitive development:  Emergence of the mediated mind Cognitive Development, 13, 249-255.

Olson, D. R.  (1997).  Book review.  Review of R. Chartier, Forms and meanings:  Texts, performances, and audiences from codex to computer.  Philadelphia:  University of Pennsylvania Press, 1995.   Cultural Dynamics 9(1), 109-121.

Olson, D. R. & Homer, B. (1996). Understanding that looking causes knowing.  Commentary on J. Baressi & C. Moore, Interntional relations and social understanding.  Behavioral and Brain Sciences, 19, 135.

Olson, D. R. (1996). Taxing memory. Writing, memory and conceptual change.  Review of M. Donald, Origins of the modern mind: Three stages in the evolution of culture and cognition. Behavioral and Brain Sciences, 19, 158.

Olson, D. R. (1995). The new literacy. Review of C. Geisler, Academic literacy and the nature of expertise: Reading, writing and knowing in academic philosophy. American Journal of Education. 103, 432-436.

Olson, D. R. & Astington, J. W. (1995).  Reply to Bruner and Feldman.  Human Development, 38, 214-216.

Olson, D. R. (1994). How to read. Review of J. Boyarin (Ed.), The ethnography of readingContemporary Sociology, 23(4), 609-610.

Olson, D. R. (1994). Where redescriptions come from. Commentary on A. Karmiloff-Smith,Beyond modularity: A developmental perspective on cognitive science.  Behavioral and Brain Sciences, 17, 4,  725.

Olson, D. R. (1994). Aboriginal literacy. Review of S. Morris, K. McLeod, & M. Danesi (Eds.), Aboriginal languages and education: The Canadian experience and A. York, R. Daly, & C. Arnett, They write their dreams on the rock forever: Rock writings in the Stein River Valley of British Columbia. Interchange25(4), 389-394.

Olson, D. R. (1994). Review of D. Stein (Ed.), Cooperating with written texts: The pragmatics and comprehension of written texts. Language in Society, 23(4), 607-609.

Olson, D. R. (1994). Review of M. Donaldson, Human minds: An explorationHuman Development37(1), 61-62.

Olson, D. R. (1993). Explaining school failure. Review of C. Winch, Language, ability and educational achievement. Contemporary Psychology38(6), 626.

Olson, D. R., & Salter, D. (1993). Commentary. Review of C. Feldman, J. Bruner, D. Kalmar, & B. Renderer, “Plot, plight, and dramatism.” Human Development36(6), 343-345.

Olson, D. R., & Astington, J. W. (1993). Cultural learning and educational process. Commentary on Tomasello, Kruger, and Ratner. Behavioral and Brain Sciences, 16(3), 531-532.

Olson, D. R. (1993). Spatial development. Commentary on Landau and Jackendoff. Behavioral and Brain Sciences, 16(2), 249.

Olson, D. R., & Astington, J. W. (1993). The role of concepts in perception and inference. Commentary on Gopnik and Goldman. Behavioral and Brain Sciences, 16(1), 65-66.

Olson, D. R. (1993). “Did I mean what I said?” — A reply to McCormick. Interchange24(3), 313-315.

Olson, D. R. (1992). The mind according to Bruner. Educational Researcher, 21(4), 29-31.

Olson, D. R. (1992). Scribner on writing. Review of S. Scribner, The cognitive consequences of literacy. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 14(4), 138.

Olson, D. R. (1990). Possible minds: Some reflections on Jerome S. Bruner’s recent writings on mind and self. Human Development, 33(6), 339-343.

Olson, D. R. (1990). Thinking about interpretation:  A reply to Snyder. Interchange, 21(3), 55-60.

Olson, D. R. (1990). On the virtue of discourse of the soul with itself. Rejoinder for “On the Other Hand.” Contemporary Psychology, 35(4), 407.

Olson, D. R. (1990). What writing is all about. Rejoinder for “On the Other Hand.” Contemporary Psychology, 35(4), 407.

Olson, D. R. (1990). It is written. Rejoinder for “On the Other Hand.” Contemporary Psychology, 35(3), 303.

Olson, D. R. (1989). Text and talk. Review of M. Nystrand, The structure of written communication: Studies in reciprocity between writers and readers. Contemporary Psychology, 34(2), 119-120.

Olson, D. R. (1989). As others see us. Review of C. Antaki & A. Lewis (Eds.), Mental mirrors: Metacognition in social knowledge and communication. Contemporary Psychology, 34(3), 294-295.

Olson, D. R. (1989). Textual thought. Review of L. F. M. Scinto, Written language and psychological development. Contemporary Psychology, 34(9), 842-843.

Olson, D. R. (1988). Commentary on “From utterance to text: The bias of language in speech and writing” (in Harvard Educational Review, 1977, 47(3), 257-281). For “This Week’s Citation Classic,” Current Contents, 49, December 5, p. 16.

Olson, D. R. (1987). Where? Review of R. Cohen (Ed.), The development of spatial cognition. Contemporary Psychology, 32(2), 124-125.

Olson, D. R. (1987). Thinking about logic. Review of J. Macnamara, A border dispute: The place of logic in psychology. Canadian Journal of Psychology, 41(3), 392-398.

Olson, D. R. (1986). The last frontier: How a human mind makes knowledge. Review of Howard Gardner, The mind’s new science: A history of the cognitive revolution. The Toronto Globe and Mail, January 25.

Olson, D. R. (1985). The enemy without. Review of E. V. Sullivan, A critical psychology Interchange, 16(2), Summer, 39-44.

Olson, D. R. (1984). In what sense does intelligence underlie an intelligent performance? The Behavioral and Brain Sciences7(2), 296-297.

Olson, D. R. (1984). Words as things. Review of Walter J. Ong, Orality and literacy: The technologizing of the word. Journal of Communication, 34, 206-208.

Olson, D. R. (1983). Commentary on “Language and thought: Aspects of a cognitive theory of semantics” (in Psychological Review, 1970, 77, 257-273). For “This Week’s Citation Classic,” Current Contents, 35, August 29, p. 22.

Olson, D. R. (1983). Social dimensions of scientific theory. Comments in “Free research versus mission-oriented research.” Interchange, 14/4-15/1, 136-138.

Olson, D. R. (1983). Sources of authority in the language of the school: A response to “Beyond Criticism.” Curriculum Inquiry, 13(2), 129-130.

Olson, D. R. (1983). On learning to write. Review of T. Phelps-Gunn and D. Phelps-Terasaki, Written language instruction: Theory and remediation. Contemporary Psychology, 28(5), 398-399.

Olson, D. R. (1978). A structuralist view of explanation: A critique of Brainard. The Behavioral and Brain Sciences1(2), 173-213.

Olson, D. R. (1977). The contexts of language acquisition: Comments on the paper by Eve Clark. In J. Macnamara (Ed.), Language learning and thought. New York: Academic Press.

Olson, D. R. (1977). The formalization of linguistic rules: Some comments on the paper by Derwing and Baker. In J. Macnamara (Ed.), Language learning and thought. New York: Academic Press.

Olson, D. R. (1975). Integrated view. Review of G. A. Miller, Communication, language and meaningJournal of Communication, Spring.

Olson, D. R. (1975). Education and literacy. Review of Carroll and Chall’s Toward a literate societyProceedings of the National Academy of Education, 2, 109-117.

Olson, D. R. (1972). Review of B. Bernstein (Ed.), Primary socialization, language and education, Vol. 1, 2, 3. London:  Routledge and Kegan Paul. Also published (1971) in The Educational Forum36, 559-560.

Olson, D. R. (1970). Review of Jean Piaget, The moral judgment of the child18, 38-41.

Olson, D. R. (1968). Comments on Bereiter’s paper “Psychology and early education.” In D. W. Brison & J. Hill (Eds.), Psychology and early childhood education. (Monograph Series No. 4.) Toronto: The Ontario Institute for Studies in Education.

 

e)Encyclopedia Entries, Handbooks, and Popular Press

Olson, D. R. & Pelletier, J. (2003).  Schooling and the development of literacy.  In J. Valsiner &             K. Connolly, (Eds.), Handbook of developmental psychology.  (pp. 358-369). London:             Sage.

Olson, D. R. (2002).  Robbie Case (1944-2000). American Psychologist, 57, 724.

Olson, D. R.  (2001).  Carl Bereiter.  In J. A. Palmer (Ed.), Fifty modern thinkers on education:             From Piaget to the present.  London: Routledge Key Guides.

Olson, D. R.  (2002).  Jerome S. Bruner.  Child Development Encyclopedia, Volume 1.  N.  Salkind (Ed.), Macmillan Psychology Reference Series.  NY:  Macmillan Reference USA.

Olson, D. R. (in press).  Bruner, J. S. In B. Hopkins (Ed.), Cambridge Encyclopedia of Child Development.  Cambridge, England: Cambridge University Press.

Olson, D. R.  (in press).  Literacy.  In A. Kazdin (Ed.), Encyclopedia of Psychology  (American Psychological Association).  NY:  Oxford University Press.

Olson, D. R.  (in press).  The psychology of writing systems.  Cognitive Psychology and Cognitive Science (W. Kintsch, ed.)  In the International Encyclopedia of the Social and Behavioral Sciences (N. Smelzer & P. Baltes, Eds.).  London:  Pergamon.

Olson, D. R. (1999).  Language development and literacy.  In D. A. Wagner, R., L. Venezky, & B. V. Street (Eds.), Literacy:  An international handbook.  New York:  Westview Press.

Olson, D. R.  (1999).  Literacy.  In R. Wilson & F. Keil (Eds.), MIT Encyclopedia of Cognitive Science.  Cambridge, MA:  MIT Press.

Olson, D. R. (1998).  Talking about text and the culture of literacy.  In B. Davies (Ed.), Oral discourse and education.  Encyclopedia of language and education, Volume 3.  Dordrecht: Kluwer.

Olson, D. R. (1996). Literacy. In DeCorte & Weinert (Eds.) International Encyclopedia of Developmental and Instructional Psychology (pp. 428-431).

Olson, D. R. (1994). Literacy. In T. Husén & N. Postlethwaite (Eds.),The international encyclopedia of education (2nd ed., Vol. 6, pp. 3443-3446). Oxford: Elsevier and Pergamon.  (To be republished in DeCorte & Weinert (Eds.) International Encyclopedia of Developmental and Instructional Psychology)

Olson, D. R. (1994). Writing and science. In H. Günther & O. Ludwig (Eds.), Writing and its use: An interdisciplinary handbook of international research (Vol. 1, pp. 654-657). Berlin: Walter de Gruyter.

Olson, D. R. (1994). Writing and industrialization. In H. Günther & O. Ludwig (Eds.), Writing and its use: An interdisciplinary handbook of international research (Vol. 1, pp. 635-638). Berlin: Walter de Gruyter.

Olson, D. R. (1989). Symbols and their uses. In B. Abu-Laban (Ed.), University research and the future of Canada. (pp. 323-333). Ottawa: University of Ottawa Press.

Olson, D. R. (1988). Mind and the technologies of communication. In J. Hattie, R. Kefford & P. Porter (Eds.), Skills, technology and management in education (pp. 83-90). Deakin, A.C.T.: Australian College of Education.

Olson, D. R. (1988). The literacy problem: Myths and reality.The Toronto Globe and Mail, August 15, p. A7.

Olson, D. R. (1988). Writing. In The New Encyclopedia Britannica (Vol. 29, pp. 982- 1007). Chicago, IL: Encyclopedia Britannica, Inc.

f)  Published Conference Proceedings

Olson, D. R.  (1994).  On the relations between speech and writing.  In L. Verhoeven & A. Teberosky (Eds.), Understanding early literacy in a developmental and cross-linguistic approach.  Proceedings of the Workshop of the Network on Written Language and Literacy (pp. 249-274), October 7-9, 1993.  Wassenaar, The Netherlands:  European Science Foundation.

Olson, D. R. (1991). Cognitive consequences of becoming literate. In I. Lundberg & T. Hoien (Eds.), Literacy in a world of change. Proceedings of the Literacy Conference at Stavanger Forum, October 24-26, 1990. Stavanger, Norway: Center for Reading Research.

Olson, D. R. (1972). Is the instructional medium the message? Abstract Guide of the 20th International Congress of Psychology, Tokyo, August.

Olson, D. R. (1972). Proving the Whorfian hypothesis with octopi, white rats, and children: The perception and lexical representation of obliques. Proceedings of the 20th International Congress of Psychology, Tokyo, August.

Olson, D. R. (1970). Language and thought: Some aspects of the relations between words and perceptions. In J. Linhart (Ed.), Proceedings of the International Conference on Psychology of Human LearningVol. 2. Prague: Institute of Psychology, Czechoslovak Academy of Sciences, 69-86.

Olson, D. R. (1967). Negative acceleration and the public schools. Proceedings of the Phi Delta Kappan Centennial Symposium, Toronto, February.

Olson, D. R. (1967). Super-optimism and the science of education. Proceedings of the Canadian Council for Research in Education, Winnipeg, June.

 

Other Scholarly Contributions:

a)  Invited Addresses and Conference Presentations (before my retirement in 2000).

 

(I stopped entering addresses in 2001 although I continue to give several (between 5 and 10) lectures, seminars, colloquia per year around the world up to the present.

Olson, D. R. (September, 2001).  Psychological theory and educational reform.  University of Canterbury, Christchurch, NZ and University of Auckland, NZ.

Olson, D. R. (October, 2001).   Schooling and the creation of a common ground between “us” and “them”.  University of Helsingborg, Sweden.

Olson, D. R. (October, 2001).  Thinking about beliefs.  University of Lund, Sweden.

Olson, D. R.  (February, 2000).  What writing is.  Invited address at the Wissenschaftskolleg zu Berlin.

Olson, D. R.  (December, 1999).  What writing is.  Invited address at the Ecole Normale Superieure, Paris.

Olson, D. R. (1999).  The written word.  Inaugural address as University Professor.  OISE/UT, March, 1999.

Olson, D. R. (1998).  Cognition and written language.  Invited address to the Jean Piaget Society, Chicago, May 20, 1998.

Olson, D. R. (Nov. 1997).  Children’s discovery of words.  The 9th Annual S. R. Laycock Lecture.  Saskatoon:  University of Saskatchewan.

Kamawar, D., & Olson, D. R.  (1997).  Theory of mind and referential opacity:  Representation and meaning.  Paper presented at the annual meeting of the Canadian Psychological Association, Toronto, June 14, 1997.

Olson, D.R.  (May, 1997).  What is a word and why does it matter?  Invited address to the International Reading Association, Atlanta.

Olson, D.R.  (April, 1997).  Computational resources and conceptual structures in theory of mind.  Paper presented at the conference Developing Intentions in a Social World.  University of Toronto.

Olson, D. R.  (April, 1997).  Writing and the Mind:  Extravagant theories and modest facts.  Invited address to the Education Faculty, University of Saskatchewan.

Olson, D. R.  (February, 1997).  Writing, cognition, and consciousness.  Invited address to the Toronto Centre for the Book, University of Toronto.

Olson, D.R.  (January, 1997).  Writing and the consciousness of language.  Invited address at the  University College Senior Common Room Seminar, University of Toronto.

Olson, D.R.  (December, 1996).  Writing and cognition.  Seminar presented to the Department of Education, University of Hong Kong.

Olson, D.R.  (December, 1996).  Writing and language.  Seminar presented to the Department of English, City University of Hong Kong.

Olson, D.R.  (September, 1996).  Assymetries between teaching and learning to read.  Colloquium presented to the Department of Human Development and Applied Psychology, The Ontario Institute for Studies in Education of the University of Toronto.

Olson, D. R. (September, 1996).  Internalism vs. externalism in Piaget’s and Vygotsky’s accounts of cognitive growth. Paper presented in the invited symposium “Does development explain anything?” at The growing mind, IInd Conference for Socio-cultural Research, Geneva, September 14-18, 1996.

Olson, D. R. (September, 1996).  Written representation of negation.  Paper presented in the invited symposium “Literacy and knowledge about language and mind” at Vygotsky-Piaget, IInd Conference for Socio-cultural Research, University of Geneva, September 11-15, 1996.

Olson, D. R.  (May 10, 1996).  Writing and cognitive development.  Invited address at The Waterloo Conference on Child Development, University of Waterloo.

Olson, D. R. (April 30, 1996).  The written word:  On the relation between speech and writing.  Gruss colloquium Learning and literacy in the Judaic tradition – A comparative and interdisciplinary inquiry.  Philadelphia:  Centre for Judaic Studies, University of Pennsylvania.

Olson, D. R.  (April 9, 1996).  The world on paper:  Writing and its implications.  The Aldrich Lecture in Interdisciplinary Studies.  St. John’s:  Memorial University of Newfoundland.

Olson, D. R. (March 29, 1996).  Why literacy matters to psychology.  Department of Psychology Colloquium.  Queen’s University.

Olson, D. R. (March 12, 1996).  Literacy and the mind.  Tami Globerson Memorial Lecture.  Tel Aviv, Israel.

Olson, D. R.  (March 7, 1996).  Writing cultures.  Towards an Ecology of Knowledge symposium on Science, Certainty, and Knowledge.   Toronto:  The Museum Studies Program and Woodsworth College, University of Toronto.

Olson, D. R  (February 15, 1996).  Emblems, proper names, common names and words:  The impact of writing on language.  Public lecture.  Mexico City:  El Colegio de México.

Olson, D. R.  (January 25, 1996).  Literacy.  Special presentation to the Board of the Spencer Foundation.  Chicago:  The Spencer Foundation.

Olson, D. R. (December 14-18, 1995).  Perspectives on Literacy.  Conference on Cognition and Education.  Varanasi, India:  Banares Hindu University.

Olson, D. R. (December 10-12, 1995).  Three Lectures:  1. Literacy and language, 2. Literacy and knowledge, 3. Literacy and mind.  International Workshop on the Cognitive Bases of Learning.  Bombay, India:  Tata Institute.

Olson, D. R.  (1995, September).  Writing and the mind.  Department of Psychology, University of Manitoba.

Olson, D. R. (1995, June). On living with children: Understanding and shaping children’s minds. Paper presented at the conference Psychology in everyday life. University of Gothenburg, Sweden.

Olson, D. R. (1995, May). Knowledge and its artifacts: Representing the world in maps, diagrams, formulas, pictures and text. Paper presented at the O. C. Tanner Symposium on “Memory, Representation, and Culture.” Utah State University, Logan, UT.

Olson, D. R. (1995, April). Knowledge and its artifacts. Paper presented at the workshop on “History of Science, History of Text” at the Einstein Forum, Potsdam, Germany.

Olson, D. R. (1995, April)  Representing the world in maps, diagrams, formulas, pictures and text.  Paper presented at the International Conference “Representation and interpretation in the 12th Century” (Matchette Philosophy Lecture). Canisius College, Buffalo, NY.

Olson, D. R. (1995, April). The world on paper: Literacy and its aftermath. Division C invited address at the meeting of the American Educational Research Association, San Francisco, CA.

Olson, D. R., & Astington, J. W. (1993, October). Children’s folk psychology: Explanation or understanding? Paper presented at the seminar “Reassessing the Cognitive Revolution,” York University, Toronto.

Olson, D. R. (1992, October). Writing and the mind: The cognitive implications of literacy. Marilyn Sadow Memorial Lecture, Department of Education, University of Chicago.

Olson, D. R. (1992, November). Cognition and literacy. D. O. Hebb Lecture Series, Department of Psychology, McGill University.

Olson, D. R. (1992, September ). Literacy, language and metalanguage: How writing turns speech into language. The Conference on Piaget. University of Urbino, Urbino, Italy.

Olson, D. R. (1992, September). Literacy: The cognitive and social implications of writing. Conference for Socio-cultural Research. Madrid, Spain.(CHECK– I filed a dF- title  2/94)

Olson, D. R. (1992, July). What is involved in having a mind. Paper presented at the conference “Comparative Studies of Social Behavior: Mindreading in Development and Evolution,” 25th International Congress of Psychology. Brussels.

Olson, D. R. (1991, November). How writing affects the mind. Paper presented at the First International Colloquium of Psychology, University Mohammed V, Rabat, Morocco.

Olson, D. R. (1991, November). The making of the representational mind. Paper presented at a seminar at Reparto di Psicopedigogia, del CNR, Rome.

Olson, D. R. (1991, November). The making of the literate mind. Paper presented at the workshop on Technologies of the Mind, University of Gothenberg, Sweden.

Olson, D. R. (1991, October ). Literacy and cognition: How writing affects the mind. Paper presented at the conference “Attaining functional literacy: A cross-cultural perspective,” Tilburg, The Netherlands.

Olson, D. R. (1990, October). The cognitive consequences of becoming literate. Paper presented at the conference “Literacy in a World of Change,” Stavanger, Norway.

Olson, D. R. (1990, September). What will the listener think? Children’s understanding of interpretation. Paper presented at the conference “Towards a Comprehensive Theory of Audience,” University of Illinois, Chicago.

Olson, D. R. (1990, September). Ortho-cognition. Paper presented at the miniconference “Languages of thought,” Harvard Project Zero, Cambridge, MA.

Olson, D. R. (1990, April). Children’s understanding of text and interpretation. Paper presented at the World Conference of Applied Linguistics, Thessaloniki, Greece.

Olson, D. R. (1989, November). Literacy: The world on paper. Paper presented at the National Conference of the Canadian Council for Inner-City Education, Winnipeg, MB.

Olson, D. R. & Babu, N. (1989, September). Critical thinking as critical discourse. Paper presented at the Conference on Critical Thinking, Memorial University, St. John’s, NF.

Olson, D. R. (1989, August). Mind and the technologies of communication. Paper presented at the Osaka University 50th Anniversary International Symposium: New Media, Communication and Education, Osaka, Japan.

Olson, D. R. (1989, July). Literacy and modes of interpretation. Paper presented at the tenth biennial meeting of the International Society for the Study of Behavioural Development, Jyvaskyla, Finland.

Olson, D. R. (1989, June). Making up your mind. Presidential Address to the meeting of the Canadian Psychological Association, Halifax, NS.

b)  Refereed Conference Presentations (until my retirement in 2000)

Eskritt, M., & Olson, D. R.  (April, 2001).  Children’s production and evaluations of notations.  Poster presentation at the meeting of the Society for Research in Child Development.

Kamawar, D., &  Olson, D. R.  (1999, April).  Children’s understanding of transparent and opaque uses of language.  Paper presented at the meeting of the Society for Research in Child Development.

Kamawar, D., &  Olson, D. R.  (1997).  Theory of mind and referential opacity:  Representation and meaning.  Paper presented at the annual meeting of the Canadian Psychological Association,  Toronto, June 14, 1997.

Olson, D. R., and Homer, B.  (August, 1996).  Children’s concept of ‘word.’  Paper presented at the 26th International Congress of Psychology, Montreal.

Torrance, N., Lee, E., & Olson, D. R. (1995, April). Language form and the say/mean distinction: Verbatim and paraphrase recognition in narrative and nursery rhyme. Poster presentation at the meeting of the American Educational Research Association, San Francisco, CA.

Keefer, M. W., & Olson, D. R. (1995, April). Moral reasoning and moral concerns: An alternative to Gilligan’s gender-based hypothesis. Poster presentation at the meeting of the Society for Research in Child Development, Indianapolis, IN.

Lee, E., Torrance, N., & Olson, D. R. (1994, April). The emerging concept of text: Can young children distinguish the exact words from a paraphrase? Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.

Olson, D. R. (1993, October). On the relations between speech and writing. Paper presented at the workshop “Written Language and Literacy” (European Science Foundation), Wassenaar, the Netherlands.

Olson, D. R. (1993, July). From causes to meanings: Children’s representational development. Paper presented at the meeting of the International Society for the Study of Behavioral Development, Recife, Brazil.

Olson, D. R. (1993, March). What are beliefs and why can a four-year-old but not a three-year-old understand them? Paper presented at the meeting of the Society for Research in Child Development, New Orleans, LA.

Ash, A., Torrance, N., & Olson, D. R. (1993, March). Children’s understanding of claims and evidence. Paper presented at the meeting of the Society for Research in Child Development, New Orleans, LA.

Ash, A., Torrance, N., & Olson, D. R. (1993, April). The development of children’s understanding of necessary and sufficient evidence. Paper presented at the meeting of the American Educational Research Association, Atlanta, GA.

Olson, D. R. (Chair) (1992, June). Literacy: Learning to read and write in different literate environments. Symposium presented at the meeting of the Canadian Psychological Association, Quebec City, PQ.

Astington, J. W., & Olson, D. R. (1992, June). Developing understanding of truth. Paper presented at the meeting of the Canadian Psychological Association, Quebec City, PQ.

Ash, A., Torrance, N., Olson, D. R., Lee, E., & MacLaren, R. (1991, June). Being of two minds: Young children’s understanding of another’s possible thoughts. Paper presented at the meeting of the Canadian Psychological Association, Calgary, AB.

Olson, D. R. (1991, June). The making of the representational mind. Presented at the symposium “Developmental Roots: How developmental psychology can inform psychology” at the meeting of the Canadian Psychological Association, Calgary, AB.

Ash, A., Torrance, N., Olson, D. R., & Ruffman, T. K. (1991, April). Children’s understanding of other’s interpretations of inadvertently misleading clues. Paper presented at the meeting of the Society for Research in Child Development, Seattle, WA.

Olson, D. R. (1990, May). Representing mental representations. Symposium presented at the University of Waterloo Conference on Child Development, Waterloo, ON.

Olson, D. R. (1990, April). (Discussant) Making meaning: Children’s interactions with definitions. Symposium presented at the meeting of the American Educational Research Association, Boston, MA.

Olson, D. R. (1990, April). Implications of literacy. Roundtable presented at the meeting of the American Educational Research Association, Boston, MA.

Olson, D. R. (1989, March). Interpretation and the autonomy of written texts. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.

Astington, J. W. & Olson, D. R. (1987, April). Literacy and schooling: Learning to talk about thought. Paper presented at the meeting of the American Educational Research Association, Washington, DC.

Astington, J. W., Gopnik, A. & Olson, D. R. (1987, April). Metarepresentational ability: The fundamental metacognitive skill. Paper presented at the meeting of the American Educational Research Association., Washington, DC.

Gopnik, A., Astington, J. W., Forguson, L. & Olson, D. R. (1987, April). Children’s understanding of representational change. Paper presented at the meeting of the Society for Research in Child Development, Baltimore, MD.

 

Other media

Proceedings for the Orality and Literacy conference, held in Toronto in June 1987, were edited by David Cayley into a four-part series for the CBC Radio Series Ideas  and broadcast in 1990-91.

Proceedings for the Modes of thought   conference, held in Toronto in September 1993, were edited by David Cayley into a four-part series for the CBC Radio Series Ideas  and broadcast in 1994-5.

A segment of the PBS series Scientific American Frontiers hosted by Alan Alda on “Children’s theories of mind” was filmed in our laboratory and broadcast in March, 1995.

Research and Field Development Activities:

a) Funded Research and Field Development activities:

(i)  Externally Awarded Research Grants:  1979 – present

1998      Conference Grant, SSHRC “Literacy and conceptions of language.”

1997-2000      Schooling minds.  (N. Torrance, co-investigator, SSHRCC)

1996-2000      Children’s mental representations, Natural Sciences and Engineering Research Council of Canada, research, individual.

1994-1997      Children’s “objectivization” of language:  The cognitive implications of writing and written language (N. Torrance, co-investigator), Social Sciences and Humanities Research Council of Canada, research, individual.

1994-1997      Belief in education, The Spencer Foundation, research, individual.

1993 – 1996      Understanding representational states, Natural Sciences and Engineering Research Council of Canada, research, individual.

1993      Modes of thought workshop, Social Sciences and Humanities Research Council of Canada, conference.

1991 – 1992      The concept of literacy, Secretary of State of Canada, National Literacy Secretariat, newsletter publication, individual.

1991 – 1994      Ortho-cognition:  The nature and development of systematic thinking (N. Torrance, co-investigator), Social Sciences and Humanities Research Council of Canada (joint funding), research, group.

1989 – 1994      Literacy and thought, The Spencer Foundation, research, individual.

1988 – 1991      Children’s mental states, Natural Sciences and Engineering Research Council of Canada, research, individual.

1989 – 1990      Children’s understanding of text, interpretation and knowledge, (N. Torrance, co-investigator), Social Sciences and Humanities Research Council of Canada (joint funding), research, group.

1987 – 1989      Children’s understanding of text and interpretation (N. Torrance, co-investigator), Social Sciences and Humanities Research Council of Canada (joint funding), research, group.

1984 – 1986      Children’s competence with metalinguistic and metacognitive expressions and reading acquisition (N. Torrance, co-investigator), Social Sciences and Humanities Research Council of Canada (joint funding), research, group.

1979 – 1983      Oral language competence and the development of literacy (N. Torrance and A. Hildyard, co-investigors), jointly funded by The Spencer Foundation, and the Social Sciences and Humanities Research Council of Canada, research, group.

 

(ii)  Internally awarded research grants.

1991 – 1992      Ortho-cognition:  The nature and development of critical thinking, OME Transfer Grant (joint funding) research, group.

1990 – 1991      Children’s understanding of text, interpretation and knowledge, OME Transfer Grant (joint funding) research, group.

1987 – 1990      Children’s understanding of text and interpretation, OME Transfer Grant (joint funding) research, group.

1985 – 1986      The metalanguage and children’s acquisition of literacy, OME Transfer Grant (joint funding) research, group.

1984 – 1985      Children’s competence with the metalanguage and reading acquisition, OME Transfer Grant (joint funding) research, group.

1983 – 1984      Children’s competence with metalinguistic and metacognitive expressions, OME Transfer Grant (joint funding) research, group.

1982 – 1983      Children’s oral language competence and the acquisition of literacy, Ontario Ministry of Education Block Transfer Grant (joint funding) research, group.

 

 

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