Jurgen Habermas offered a revolutionary way of thinking about the relationship between knowledge, learning, and the human condition in knowledge and human interests. He provided us with a powerful means of understanding the unity in diversity of human learning. The article presents a philosophical framework that enables vocational and adult…

The study aims to determine pre-service science teachers' epistemological beliefs. For this purpose, five fourth grade pre-service science teachers enrolled at the education Faculty of a University in Kayseri participated in the research. Phenomenology design was used and a semi-structured interview including 13 items was conducted. The data were…

Throughout the life span, we are capable of representing quantities in the absence of language, or nonsymbolically. Additionally, over the course of development, we learn many symbolic measurement systems for representing quantities such as time and number. Despite substantial evidence of a relation between the acquisition of symbolic and…

We investigated how positive, negative, and neutral mood states influence aspects of second language acquisition, either directly or in interaction with certain personality characteristics (openness, intuition, emotional intelligence, foreign language anxiety, and impulsivity). After completing individual differences questionnaires, 120…

In our everyday life, we often need to anticipate the potential occurrence of events and their consequences. In this context, the way we represent contingencies can determine our ability to adapt to the environment. However, it is not clear how agents encode and organize available knowledge about the future to react to possible states of the…

We present the results of an in-depth qualitative study that examined ninth graders' conceptual and procedural knowledge of fractions as well as their approach to mathematics learning, in particular fraction learning. We traced individual differences, even extreme, in the way that students combine the two kinds of knowledge. We also provide…

In theoretical cognitive science, there is a tension between highly structured models whose parameters have a direct psychological interpretation and highly complex, general-purpose models whose parameters and representations are difficult to interpret. The former typically provide more insight into cognition but the latter often perform better.…

The paper examines the influence of incorporating information and communication technology (ICT) tools to help learners to promote learning awareness and self-monitoring skills. An open-ended online questionnaire survey was administered to 15 course participants at the conclusion of the course. The data were analysed on the basis of the percentage…

In experiments on individual differences in learning, knowledge prerequisites and learning strategies have been shown to be important factors. The author questions whether learning optimization should rely on direct measures from outside the learner or should elucidate and strengthen the individual's capacity for learning decisions. He proposes to…

Examined the contributions of 4 individual difference predictors for recall of object names in 93 children of 3 and 4 years. Results suggest that motivational factors contribute directly to young children's recall proficiency and do not mediate strategic study behavior. (RJC)

Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity theory [Elshout, J. J. (1987). Problem solving and education. In E. De Corte, H. Lodewijks, R.…

Suggests that instructional theory is possible, but it should concern itself only with narrowly circumscribed local instructional situations, relatively small chunks of curriculum for relatively small segments of the educational population. (Author/AM)

Four studies examined the relationship between students' ability and the learning processes the students engaged in when they acquired knowledge from their classroom experiences. The research was based on a model of learning processes during knowledge acquisition that identifies critical learning experiences and predicts what is learned and…

Proposes five generalizations on existing knowledge, learning, and their interaction, and discusses evidence for these from recent research on children's learning, memory, conceptual understanding, and problem solving. (Author/AOS)

The question examined in this paper is: what is known exactly about variables that affect long-term retention of knowledge learned in school? U. Neisser (1982) asserts that "it is difficult to find even a single study, ancient or modern, of what is retained from academic instruction." Further, popular belief holds that much of the knowledge…