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Showing 1 to 15 of 37 results Save | Export
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Siew, Cynthia S. Q. – Journal of Learning Analytics, 2022
This commentary discusses how research approaches from Cognitive Network Science can be of relevance to research in the field of Learning Analytics, with a focus on modelling the knowledge representations of learners and students as a network of interrelated concepts. After providing a brief overview of research in Cognitive Network Science, I…
Descriptors: Network Analysis, Learning Analytics, Cognitive Processes, Knowledge Level
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Stock, Wendy A. – Journal of Economic Education, 2021
What do we know about how well graduate teaching in economics addresses cognitive challenges to learning? In short, very little. There is a dearth of research that investigates how graduate student, program and professor characteristics, and choices impact graduate student learning and other outcomes. Some of the broader literature on graduate…
Descriptors: Economics Education, Graduate Students, Learning, Cognitive Structures
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O'Reilly, Tenaha; Deane, Paul; Sabatini, John – ETS Research Report Series, 2015
In this paper we provide the rationale and foundation for the building and sharing knowledge key practice for the "CBAL"™ English language arts competency model. Building and sharing knowledge is a foundational literacy activity that enables students to learn and communicate what they read in texts. It is a strategic process that…
Descriptors: Language Arts, English Instruction, Knowledge Level, Cognitive Measurement
Jeong, Changwoo; Han, Hye Min – Online Submission, 2011
Developments in neurobiology are providing new insights into the biological and physical features of human thinking, and brain-activation imaging methods such as functional magnetic resonance imaging have become the most dominant research techniques to approach the biological part of thinking. With the aid of neurobiology, there also have been…
Descriptors: Neurosciences, Cognitive Processes, Brain, Biology
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Sewell, David K.; Lewandowsky, Stephan – Cognitive Psychology, 2011
Knowledge restructuring refers to changes in the strategy with which people solve a given problem. Two types of knowledge restructuring are supported by existing category learning models. The first is a relearning process, which involves incremental updating of knowledge as learning progresses. The second is a recoordination process, which…
Descriptors: Classification, Psychology, Cognitive Processes, Models
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Wu, Ying-Tien; Tsai, Chin-Chung – International Journal of Science Education, 2011
This study investigated the relationship among 68 high school students' scientific epistemological beliefs (SEBs), cognitive structures regarding nuclear power usage, and their informal reasoning regarding this issue. Moreover, the ability of students' SEBs as well as their cognitive structures for predicting their informal reasoning regarding…
Descriptors: Cognitive Structures, Nuclear Energy, Cognitive Processes, High School Students
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McIlroy, Rich C.; Stanton, Neville A.; Remington, Bob – Behaviour & Information Technology, 2012
The purpose of this study was to investigate novices learning to use a mission planning system. Novice participants received one training session, followed by three test sessions. This was compared to expert performance. During the test sessions, all participants were required to "think aloud", based on Ericsson and Simon's (Ericsson, K.A. and…
Descriptors: Expertise, Protocol Analysis, Cognitive Processes, Military Science
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Luo, Yanyan – English Language Teaching, 2009
In the article, the author tries to find out the main factors that affect the subject's vocabulary acquisition by an investigation. It is concluded that vocabulary acquisition models and strategies are something external, what really works upon vocabulary acquisition is the intermediary system of cognition including the knowledge structure and…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning
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Watkins, Edward R. – Psychological Bulletin, 2008
The author reviews research showing that repetitive thought (RT) can have constructive or unconstructive consequences. The main unconstructive consequences of RT are (a) depression, (b) anxiety, and (c) difficulties in physical health. The main constructive consequences of RT are (a) recovery from upsetting and traumatic events, (b) adaptive…
Descriptors: Cognitive Processes, Behavioral Science Research, Physical Health, Anxiety
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Karably, Kristen; Zabrucky, Karen M. – International Electronic Journal of Elementary Education, 2009
In this paper we examine the development of children's metamemory and provide practical implications of research findings for the classroom. In the first part of the paper we define and discuss the global concept of metacognition, the component processes of metacognition and the importance of each component to children's learning. We…
Descriptors: Literature Reviews, Child Development, Metacognition, Educational Research
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Ignatow, Gabriel – Social Forces, 2009
This article argues that a modified version of Bourdieu's "habitus" concept can generate insights into moral culture and the ways people use culture to make changes in their lives. If revised in light of recent findings from cognitive neuroscience, the habitus allows for the analysis of culture as embodied cognitive structures linking individuals…
Descriptors: Social Support Groups, Cognitive Structures, Cognitive Processes, Cultural Influences
Anderson, John R. – Oxford University Press, 2007
"The question for me is how can the human mind occur in the physical universe. We now know that the world is governed by physics. We now understand the way biology nestles comfortably within that. The issue is how will the mind do that as well."--Allen Newell, December 4, 1991, Carnegie Mellon University. The argument John Anderson gives…
Descriptors: Cognitive Processes, Cognitive Structures, Abstract Reasoning, Problem Solving
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Cakir, Mustafa – International Journal of Environmental and Science Education, 2008
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…
Descriptors: Constructivism (Learning), Cognitive Structures, Learning Processes, Science Teachers
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Oberauer, Klaus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2006
This article reinvestigates the claim by P. Verhaeghen, J. Cerella, and C. Basak (2004) that the focus of attention in working memory can be expanded from 1 to 4 items through practice. Using a modified version of Verhaeghen et al.'s n-back paradigm, Experiments 1 and 3 show that a signature of a one-item focus, the time cost for switching between…
Descriptors: Attention Control, Memory, Reaction Time, Models
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Artino, Anthony R., Jr. – AACE Journal, 2008
The purpose of this review is to provide educational practitioners with a brief overview of cognitive load theory (CLT) and its major implications for learning. To achieve this objective, the article includes a short description of human cognitive architecture as conceived by cognitive load theorists. Following this overview, the article provides…
Descriptors: Instructional Design, Architecture, Prior Learning, Instructional Materials
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