One of the major trends occurring in the area of task analysis methodology is the development of better methods to analyze cognitive tasks, including new methodologies for analyzing the ways in which knowledge should be structured within a student's head to facilitate given types of performance. The most important trend is the integration of task…

This paper presents a critique of current research on functional understanding of thinking and teaching. Three trends in cognitive research are examined. The "reification of mind" (the assumption that "mind" is an entity just as is body) is examined as a research trend that accepts knowledge as existing independent of the biographies, the…

Suggests study by Kuhn and others (PS 524 345) is too ambitious and that the processes described are not wholly representative of developmental stages. Argues the methodology of study was progressive problem solving, and that experimenter's questions resulted in contrived stages. (JW)

The concept of consciousness played a central role in Vygotsky's research and theory. Unfortunately, with the advent of behaviorism, consciousness fell into disfavor. One of the major obstacles in studying consciousness is that there is no single acceptable definition of the term. Various researchers have dealt with five different aspects of…

Reports the results of a non-randomized study of 45 history Ph.D. students in England and discusses the results in terms of the theory of knowledge structure and the modification of knowledge structure due to information. Topics include information as process; a model of stages of the information process; and grounded theory. (Author/LRW)

This article describes several sessions of a larger case study that examined cognitive categories for library information in a group of children in kindergarten through grade 4. While the initial motivation for the project was pragmatic in nature, theoretical issues relating to people's cognitive categories for information are examined as well.…

This conference paper describes methodological tools being used to examine teachers' cognitive lives and to describe the meaning that teachers make of teaching, learning, and students in classrooms. Methodological difficulties with the "subsequent recall" approach and the "stimulation of current thought" approach are discussed. A set of techniques…

Presents a developmental framework for the study of culture and cognition in which cultural practice is a key organizing construct. Argues that systematic analysis of either cultural change or cognitive development requires that they be understood relative to one another in a single integrative treatment. (Author/SD)

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…