It is an exhilarating and important time for conducting research on learning, with unprecedented quantities of data available. There is a danger, however, in thinking that with enough data, the numbers speak for themselves. In fact, with larger amounts of data, theory plays an ever-more critical role in analysis. In this introduction to the…

This study attempts to identify relative contributions of certain attitudinal variables to mathematics avoidance. The primary objective was to discover the most salient predictors of mathematics avoidance (MA). Nine Fennema and Sherman Mathematics Attitude Scales (1960) were revised for use with a general population, and a similarly worded…

Examines relationship between Connected and Separate Knowing dimensions of Knowledge Styles Inventory (K. Knight and others, 1994) and learning modes of A. Kolb (1984), formal operational reasoning (B. Inhelder and J. Piaget, 1958, 1975; G. Tobin and W. Capie, 1981), and vocabulary and abstract thinking abilities (W. Shipley, 1940). Findings…

This article reports findings from a "meta-review" and synthesis of research on variables related to learning, including both cognitive and affective schooling outcomes. Results confirm that distal policy variables are less important to schooling outcomes than quantity and quality of instruction, home environment, or student characteristics. (IAH)

This investigation explored the relationship between scholastic grades in science in junior and senior high school students and ability of students to perform formal operational tasks. The findings indicated that at certain grade levels and in certain subject areas, public school science students who demonstrate formal operational logic tend to…

The results of this issue's series of articles are summarized, and implications for theory, research, and practice are discussed. Initial academic achievement was the strongest predictor of student achievement. The impact of attentiveness, motivation, student background, sex, and time on task were also described. (GDC)

This study explored the relationship between classification achievements and mathematics scores. A series of 16 items which included many of the traditional tasks used in Piagetian examinations of intellectual function, were used in group presentations. Ten of these tasks required concrete operations including class inclusion, additive…

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…