The author discusses three aspects of the theory of knowledge: propositional knowledge, practical knowledge, and experiential knowledge. He also discusses problems of research in the field. (JOW)

Reviews new conceptions of cognitive and conative aptitude, learning, development, and achievement and their assessment. Argues that different purposes for educational assessment require different levels and models of assessment. Strongly suggests research on construct validity and teacher understanding and use of assessment. (FMW)

Presents a knowledge representation model that was designed for instructional decision making. Topics discussed include classification models for instructional design; artificial intelligence; semantic networks; natural language; and data models, including network and hierarchical models. An example is given of knowledge analysis for a secondary…

Presents a detailed description of an instructional design model called ADAPT (Apply Delayed Automatization for Positive Transfer), which offers guidelines for the development of instructional systems that offer transfer of learned skills. The cognitive architecture is described, the process of skill acquisition is discussed, and two illustrative…

Examines two theoretical approaches on how we understand our own and others' minds: a causal explanatory and an interpretive social approach. Explores the relations between these views and suggests that the real challenge of the cognitive revolution is to unite the two approaches, to achieve a causal naturalistic account of the acquisition and…

Suggests that a better understanding of the development of children's theories of mind, requires theoretical perspectives that do not privilege the child who conceptualizes or actively participates in social interactions. Proposes that a better understanding of the relationships among brain, psyche, behavior, and culture should be promoted. (AA)

Examines Astington and Olson's proposal under the context of von Wright's and Hempel's theories of explanation and understanding. Suggests that for taking children's meaning making seriously, researchers should find a principled way to acknowledge the role of interpretation in scientific thinking even in the making of explanation itself. (AA)

Examines the relationship between causal-explanatory and interpretive-hermeneutic approaches to how we understand our own and others' minds. Suggests that the two approaches discussed by Astington and Olson are mutually enlightening but, contrary to the proposed position, are irreducible to each other. (AA)

Points out agreement that the concepts a child acquires are variants of those exemplified by the cultures in which they grow up. Suggests, however, that learners interpret these cultural practices in terms of models causally determined by their cognitive or representational capacities and by the stock of concepts currently available. (AA)

This paper begins with a summary and analysis of Robert Glaser's arguments, presented in his paper "Education and Thinking: The Role of Knowledge," which contend there are strong interactions between structures of knowledge and cognitive processes, and that problem solving and reasoning are taught best in the context of the acquisition…