In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims…

The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue…

What, exactly, is learned knowledge? And why does it matter in history teaching? Does it matter? Michael Fordham seeks to use the general tenets of cognitive psychology to inform the debate about how history teachers might get the best from their students, in particular in considering the role of memory. Fordham surveys the latest research…

The purpose of this article is to clarify the epistemological basis of self-regulated learning. The authors note that learning to learn, a term that has pervaded education policy at EU and national levels in recent years is often conflated with self-regulated learning. As a result, there has been insufficient attention paid to learning as social…

While British Romantic literature provides ample evidence of the pleasures of knowledge, it also reveals strong counter-evidence of its power to inflict a sense of intellectual impairment and diminution. This Romantic ambivalence sprang from a complex of ideas and anxieties about the potentially corrosive effects of certain kinds of education and…

When students monitor the effectiveness of their learning and accuracy of their memories, the presence or absence of specific content knowledge is not the only information that guides their evaluations. Equally important are the metacognitive experiences, subjective feelings, and epistemological beliefs that inform and accompany learning and…

This paper examines technology and its place in modern education in the context of human cultural accumulation processes, where memories, formed as a result of the interaction of novel information with long-term memory, may be stored externally and also transmitted across generations. The learning of technology, considered in a broad sense as…

Learning complex skills is driven by reinforcement, which facilitates both online within-session gains and retention of the acquired skills. Yet, in ecologically relevant situations, skills are often acquired when mapping between actions and rewarding outcomes is unknown to the learning agent, resulting in reinforcement schedules of a stochastic…

Transfer is usually cast as an educational, rather than learning, problem. Yet, seeking to adapt what individuals know from one circumstance to another is a process more helpfully associated with learning, than a hybrid one called transfer. Adaptability comprises individuals construing what they experience, then aligning and reconciling with what…

Demetriou, Spanoudis, and Mouyi have provided a comprehensive view of the relation between a model of the mind and the process of education. The model they propose is based on cognitive theories of mental action, rather than neuroscientific evidence. I argue here that that is the correct approach, for a model of the information processing…

Fictional materials are commonly used in the classroom to teach course content. Both laboratory experiments and classroom demonstrations illustrate the benefits of using fiction to help students learn accurate information about the world. However, fictional sources often contain factually inaccurate content, making them a potent vehicle for…

Scholars have noted PBL is consistent with John Dewey's educational theories and with constructivist philosophies. This paper explores the similarities between the assumptions within Howard Barrows' principles for the PBL tutor's actions with Dewey's theories that address teacher behaviors and with Carl Rogers's conceptual frameworks that support…

This article reviews studies which apply a social network perspective to examine transfer of training. The theory behind social networks focuses on the interpersonal mechanisms and social structures that exist among interacting units such as people within an organization. A premise of this perspective is that individual's behaviors and outcomes…

We examined the correlations between students' scores on the "Inventory of Learning Processes" (Schmeck, Ribich, & Ramanaiah, 1977) and on the different assessments in a cognitive psychology course (and the total points). We determined that many of the assessments evaluated the type of learning the instructor wanted the students to…

Ohlsson's proposal of resubsumption as the dominant process in conceptual, or nonmonotonic, change presents a worthy challenge to more established theories, such as Chi's theory of ontological shift. The two approaches differ primarily in that Ohlsson's theory emphasizes a process of learning in which narrower, more specific concepts are subsumed…