This paper draws attention to the literature in the areas of learning, specifically, constructivism, conceptual change and cognitive development. It emphasizes the contribution of such research to our understanding of the learning process. This literature provides guidelines for teachers, at all levels, in their attempt to have their students…

Students with learning disabilities work to avoid difficult tasks while trying to appear competent ("passing"). They also check, monitor, and evaluate their actions, a form of "metacognition." These are flip sides of the same coin of strategic interaction and are context-bound, not context-free activities. (Author/LHW)

Describes background literature associated with learning styles, the biological basis for learning styles and problems associated with using learning styles in education. Identifies four problems associated with learning styles research. Describes the results of a comparison of four learning styles instruments. (NH)

This paper presented various issues about pedagogical and cognitive aspects of problem solving and explored ways to lessen the heavy cognitive load of a problem solving task. It established a problem type schema for students at different levels. It recognizes the role of modern technology as a cognitive tool that promotes learning mathematics with…

Effects on learning of most principal independent variables can be generalized within, but not between, five different categories: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. Psychological research has been and continues to be well-served by this categorization. (GC)

Tiryakian's "school" approach is used to analyze the evolution of Kohlberg's study of moral development over the past 25 years. The first part of the paper contrasts the paradigm approach (Kuhn 1970) to the schools approach in defining the development of the social sciences. Specifically, Kuhn's definition of a paradigm…

Compares the effects on the knowledge structure of the learners of using two different Mindtools--semantic networks and rule-based expert systems--for representing the content of a course. Results showed that students in the semantic network class possessed more hierarchical knowledge structures than the other group. (Contains 29 references.) (JLB)

This chapter describes current research in cognitive psychology and considers how this work may be applied to the design of instructional materials. The nature of knowing--and of meaningful knowing--are examined, and findings from psycholinguistics and pattern recognition are integrated to provide an understanding of concept and memorization…

Examines the psychological basis of hypermedia as a medium for learning, surveys the characteristics of current hypermedia systems, and suggests ways to make hypermedia systems more valuable as instructional environments. Highlights include parallels between human memory and hypermedia architectures; and hypermedia as knowledge presentation,…

Draws on recent work leading to new conceptions of learning, induction, transfer, and strategy acquisition. Contends learning is no longer simply the acquisition of behaviors, but also includes storing knowledge about relations in the world, and acquiring structural representations and mental models. Sees learning and the growth of processing…

The development of cognitive representation is the main theme of three classic theories (Piaget, Bruner, Vygotsky) on how children learn concepts. Piaget considered structural change as a necessary condition for development; Bruner emphasized both internal and external function and the structural changes brought about by function; and Vygotsky…

Reviews research on the physiology of learning, suggesting the development of a new educational model consistent with natural brain development. Considers connected learning a physiological imperative. Discusses ways of using the Natural Human Learning Process (NHLP) in the classroom and the development of an NHLP curriculum unit. (27 citations)…

A cognitive or internal representation refers to an organized system of information which reflects certain, but not all, of the information about reality being represented. This paper considers various opinions, controversies, and debates about what representation is, how it comes about, and what forms of representation can be distinguished. The…

This paper presents a theoretical framework for investigating the role of algorithms in mathematical thinking using a combined ontological-psychological outlook. The intent is to demonstrate that the processes of learning and of problem solving incorporate an elaborate interplay between operational and structural conceptualizations of the same…

This paper takes the position that logical knowledge is distinct from conceptual and procedural knowledge and can make a unique contribution to the understanding of knowledge acquisition. This view of logical knowledge departs from the traditional Piagetian view of stages and the overriding view of logic as the sole means of constructing new…