Three broad conceptions of second-language learning and teaching (behaviorist, cognitive, and a third labeled "voluntarist") are described and compared, and issues in the choice between these different conceptions for classroom use are examined. (MSE)

Examines the relations between research about processes of learning and thinking and educational practices that attempt to achieve that aim. Three research perspectives, behaviorist, cognitive, and situative, that characterize thinking and learning to think differently are discussed. It argues that the situative perspective can provide a framework…

Offers a critique of a previous discussion on instructional industrialism in distance education based on instructional design. Topics include the psychological foundations of instructional design, competing paradigms in educational development, behaviorism and cognitivism, theories of learning and the paradigmatic divide, and implications for…

Responds to A. L. Brown's 1994 assertion that behaviorism and most learning and developmental research impede theoretical progress and negatively affect educational practice. The author first discusses how Brown inappropriately uses the most outlandish research and practice in the behaviorist tradition as an excuse to reject behaviorism outright,…

The content and approach of study skills courses are critiqued and alternatives are suggested. It is proposed that an approach providing students with knowledge about the cognitive processes involved in mastering complex material would make the study skills teacher an agent of social change aiming for the enlightenment and emancipation of students…

Explains three learning theories (i.e., behaviorism, cognitivism, and constructivism) and examines how each can be used for planning and conducting instructional design activities. Historical foundations are discussed, and comparisons are made concerning how learning occurs, the role of memory, how transfer occurs, and types of learning. (Contains…

Contrasts the philosophical premises of behaviorism with those of humanism and cognitivism, examining behavioral contributions in three areas for educators (description and explanation of student performance and evaluation of educational interventions). Alteration of classroom environment is represented as the principal strategy for promoting…

Examined school district change agents' theories about teacher learning and change. Although respondents discussed similar professional development forms and structures, their theories of teacher learning and change differed. Respondents identified three perspectives (behaviorist, situated, and cognitive). The behaviorist perspective on teacher…

Synthesizes research findings and theoretical perspectives of advanced technologies as they relate to learning. The article identifies and discusses several issues for the design and use of multimedia applications. The article examines behaviorist, cognitive, and constructivist approaches to learning, noting their relationship to multimedia…

Alternative conceptions of classroom learning are explored in this paper, with a focus on challenging current assumptions about learning, teaching, and creating conditions to improve schools. The constructivist view is offered as a different approach to the behaviorist concept of learning and the metaphor of the classroom as a workplace. From a…

Offers perspectives on mathematics education from an instructional design viewpoint through an overview of the conflicting ideological paradigms and three case studies illustrating those models. Presents a personal narrative of the importance of social and cultural realities as a professional engineer. (54 references) (MDH)

Reviews basic ideas presented in this special issue on the evolution of behaviorism. Topics addressed include stimulus and response; research with animals; applications to education and training; human motivation; theory through computer programs; experimental analysis of behavior; behaviorism moving into other disciplines; cognitive…

Presents a socio-cognitive perspective in relation to information science and information retrieval. Topics include differences between traditional cognitive views and socio-cognitive views; a comparison of behaviorism, cognitivism, psychoanalysis, and neuroscience as approaches in psychology; information needs; relevance criteria; and…

Five cooperative learning methods are described with the theories that support them. The five methods are: (1) Group Investigation (GI), developed by S. Sharan and others; (2) Jigsaw, developed by E. Aronson and others; (3) Student Teams Achievement Divisions (STAD), developed by R. E. Slavin and others; (4) Learning Together, developed by D. W.…

This paper examines the possibility of developing a conceptual framework on which future research on the application of electroencephalography (EEG) to computer-assisted instruction (CAI) could be based. Consistent associations between EEG and cognitive functions for learning and instruction have the potential for bringing cognitivism into the…