It is argued that dual-process theory has misconstrued the correspondence between words' spelling and their phonology. A subsymbolic alternative to dual-processing theory is presented that includes a clear role for the process of phonologic coding. The subsymbolic approach is developed around a covariant learning hypothesis. (SLD)

Investigated the effects of structured and unstructured overviews on learning basic physics concepts from electronic texts by undergraduates, finding that both overviews produced better memory for text topics and better breadth of recall compared with traditional texts. (MDM)

The relationship between learning ability and memory-monitoring performance was studied for 289 undergraduates in a 5-stage feeling of knowing (FOK) procedure with confidence of recognition (COR) judgments. Results show that fast and slow learners do not differ in magnitude of FOK and COR. (SLD)

The influence of behaviorism's methods and theories on theory and research in the neurosciences is examined, partly in light of John B. Watson's 1913 essay. An attempt is made to reconcile classical behaviorism and modern cognitive psychology and neuroscience. (SLD)

Examines the epistemological bases of general education, arguing that current curricular models generate a static, absolutist vision of knowledge. Advocates a curriculum based on the processes of knowing and of learning skills and concepts--across all domains and disciplines--rather than on the knowledge base itself. (DMM)

A study of eight normal right-handed men demonstrates widespread significant decreases in brain glucose metabolic rate (GMR) following learning a complex computer task, a computer game. Correlations between magnitude of GMR change and intelligence scores are also demonstrated. (SLD)

Tests a team-learning model in a multimethod field study. A study of 51 work teams in a manufacturing company showed that team psychological safety is associated with learning behavior, but team efficacy is not, when controlling for team psychological safety. Learning behavior mediates between safety and performance. (54 references) (MLH)

Notes that the role of children's play in learning is of primary importance, and discusses the impact of technology on play and as play. Suggests that the opportunity for learning and play in technological environments should be explored to provide young children an educational enhancement and to maintain contact with the popular culture of young…

Addresses the concept of mathematical definition as well as the definitions of different mathematics concepts. Focuses on the possibility of defining a mathematical concept in several ways based on logical relationships between different mathematical statements related to the concept. The choice of one of these statements as definitional plays a…

Three experiments assessed the claim that preschoolers override form class cues in the interest of honoring word- meaning assumptions when acquiring new labels. Results demonstrated that children respected the form class cues when these cues and word-meaning assumptions suggested conflicting interpretations. It was suggested that past findings…

Identifies some key issues in recent research on organizational learning and situates the contributions of C. Argyris and D. Schon within the field as a whole. Provides a conceptual framework in which to position the remaining chapters of this special edition. (SLD)

Evaluated the success of a palliative health care team in a Dutch health region. Results show that it is more appropriate to acknowledge ambiguity and facilitate its handling as part of dynamic learning processes. Discusses the usefulness of a responsive approach to evaluation, evaluation methodology, and learning experiences. (SLD)

Highlights some general difficulties that emerge in justifying the learning of mathematics on the strength of its supposed utility. Discusses the view that mathematics is of crucial importance in every pupil's education. Focuses on use and cognition, use and compulsion, and use and self-consciousness. (Contains 26 references.) (ASK)

Responds to the question of how to know whether reforms have an influence on student learning. Discusses the shift in epistemology about the learning of mathematics, systemic notions about schooling, appropriate evidence related to the notion of schooling practices, and assessing mathematics literacy. (Contains 12 references.) (ASK)

Standing in front of a classroom distributing factual information is what many do while teaching. Argues that more time and effort should be spent on activities that are more fruitful at promoting student learning. (SAH)