Mentions some major features of proposed paradigm shifts and suggests theories, models, and techniques that could replace the assumptions of our earlier generation of comparative educationists. (BRR)

Offers characterization of sign-transmission which is more general than conventional signal-transmission theory. Concepts and terminology, formal description of individual communications process, reconciliation with classical signal-detection theory, applications of sign-detection formalism to information retrieval on MEDLINE database, and a…

Considers nature of information-seeking in terms of decision making and problem solving, dynamics of process, and value of information. Basic psychological studies, effects of cognitive style, human behavior models, and design issues (attributes and evaluation of information systems, analysis of information needs, information seeking aids) are…

Two experiments studied nine-year-olds, l3-year-olds, and adults in their encoding of two kinds of stimuli taken from a psychometric measure of spatial aptitude. The first experiment used letter-like stimuli; the second employed multi-element flags. (CI)

Suggests that humans discover who they are and become what they are by communicating with each other; thus, the process of communicating becomes far more important than any particular product. Advocates a rhetoric of assent that takes these assumptions into account. (other, thusBW)

Presents information regarding frequently occurring reading tasks both at work and in leisure settings. Concludes that (1) competencies exist that can be measured independently, (2) these competencies are distinguishable in terms of goals and procedures of reader, and (3) activity as measured by time spent with material for a specific task is…

There exists a social and educational bias against "practical" activities, and a corresponding snobbery that values theoretical, mainly linguistic intelligence. These misconceptions derive from a misunderstanding of Aristotelian ideas regarding creativity and rationality. (GC)

Discusses the problem of designing educational systems for the aged to maximize their potential for success. Suggests that complex changes in working memory occur with advanced age; by understanding the nature of these changes, educational materials can be designed which properly refresh memory and guide comprehension. (JAC)

Two models for teaching people to think, the Deweyan problem-solving model and the traditional discipline-oriented model, are described and evaluated. (GW)

At mid-twentieth century, the dominant framework for lesson design--the programmed instruction format--was derived from efforts to apply operant conditioning to human learning. Cognitive psychology soon offered an alternative view, represented by Robert Gagne's Events of Instruction, which became the dominant framework through the end of the…

This paper aims to describe a Bayesian approach to modeling and estimating cognitive models both in terms of statistical machinery and actual instrument development. Such a method taps the knowledge of experts to provide initial estimates for the probabilistic relationships among the variables in a multivariate latent variable model and refines…

A presentation of arguments demonstrating piaget's sensorimotor stages in Hebb's terms, and the suggestion for performing a computer test. This paper is an early progress report of an attempt to translate some plausible arguments into a rigorous demonstration. (Author)

Describes and discusses a wide variety of theories and models of reading acquisition. (Author)