Reviews an article by D.J. Cunningham, "Education Psychology: Steps toward an Educational Semiotic" on the differing views of knowledge held in the fields of educational psychology and semiotics. (SR)

Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)

Defines and describes the processes by which students acquire new knowledge: accretion, tuning, and restructuring. Relates these processes to knowledge models presented in earlier columns. Discusses extension activities. (RS)

Considers event phenomena and how such phenomena might be understood in terms of process knowledge models. Presents the step and stage process knowledge model, the classification process knowledge model, and the conditional process knowledge model. (SR)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Discusses what is meant by meaningful learning, the conditions necessary for meaningful learning to occur, the importance of vocabulary instruction to comprehension, and how to insure that vocabulary instruction is meaningful. (HOD)