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Jeppsson, Fredrik; Haglund, Jesper; Amin, Tamer G.; Stromdahl, Helge – Journal of the Learning Sciences, 2013
A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many "conceptual metaphors" (CMs), metaphorical mappings between abstract concepts and experiential source domains,…
Descriptors: Abstract Reasoning, Chemistry, Figurative Language, Cognitive Processes
Alibali, Martha W.; Nathan, Mitchell J. – Journal of the Learning Sciences, 2012
Gestures are often taken as evidence that the body is involved in thinking and speaking about the ideas expressed in those gestures. In this article, we present evidence drawn from teachers' and learners' gestures to make the case that mathematical knowledge is embodied. We argue that mathematical cognition is embodied in 2 key senses: It is based…
Descriptors: Mathematics Education, Mathematical Concepts, Physical Environment, Mathematics Instruction
Abrahamson, Dor – Journal of the Learning Sciences, 2012
Some intensive quantities, such as slope, velocity, or likelihood, are perceptually privileged in the sense that they are experienced as holistic, irreducible sensations. However, the formal expression of these quantities uses "a/b" analytic metrics; for example, the slope of a line is the quotient of its rise and run. Thus, whereas students'…
Descriptors: Teaching Methods, Mathematics Instruction, Middle School Students, Thinking Skills
Reed, Stephen K. – Journal of the Learning Sciences, 2012
Many types of learning require the mapping of information across situations. The proposed organizational framework extends the cognitive study of mappings across problems to include mappings across representations, solutions, and sociocultural contexts. I apply one-to-one, one-to-many, and partial mappings to analyze representative cases that…
Descriptors: Concept Formation, Cognitive Processes, Logical Thinking, Information Transfer

Bhatta, Sambasiva; Goel, Ashok – Journal of the Learning Sciences, 1997
Generic teleological mechanisms (GTMs) are a class of strategic concepts especially useful in adaptive design. GTMs are abstract functional and causal patterns that lead to adaptation strategies for innovative design. Adopts a task-directed approach to learning, and describes a model-based method for learning GTMs from design methods. (Author/DKM)
Descriptors: Active Learning, Cognitive Processes, Design, Developmental Tasks
Godshalk, Veronica M.; Harvey, Douglas M.; Moller, Leslie – Journal of the Learning Sciences, 2004
In this study, the authors examined the impact of task assignment on the effectiveness of a Web-based experiential exercise based on cognitive flexibility theory to enlighten learner attitudes toward the ill-structured topic of sexual harassment. In the research study, we sought to shed light on the use of a cognitive flexibility approach when…
Descriptors: Attitude Change, Sexual Harassment, Hypermedia, Cognitive Processes

Smith, Carol; Unger, Chris – Journal of the Learning Sciences, 1997
Explores student ability to differentiate and make mappings between quantities in different domains before and after a relevant curricular experience. Contends that conceptual bootstrapping involves a multistepped mapping process that is facilitated through classroom dialog, problem solving, and instruction. (Author/DKM)
Descriptors: Cognitive Mapping, Cognitive Processes, Concept Formation, Elementary Secondary Education