This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), a formal definition and a process theory of CPS applicable to the interdisciplinary field. CPS is portrayed as (a) knowledge acquisition and (b) knowledge application…

The performance of information retrieval systems varies significantly by test topics. Even for those systems that have performed well on average, the results for some difficult topics are still poor. Previous studies have revealed that different optimization techniques should be used for those difficult topics. However, a prerequisite of the…

This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of…

Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is…

Experimental studies of sentence production in Parkinson disease (PD) are rare. This study examined the relationship between cognitive abilities and performance on two sentence production tasks, sentence repetition, and sentence generation, in which complexity was manipulated. Thirty-eight older adults aged 60 to 85, half with PD, completed the…

Andersen (1995, 2002) proves a theorem relating variances of parameter estimates from samples and subsamples and shows its use as an adjunct to standard statistical analyses. The authors show an application where the theorem is central to the hypothesis tested, namely, whether random guessing to multiple choice items affects their estimates in the…

This study is based on an ethnography that was carried out in the Transport Programme (TP) in a Swedish upper secondary school (in this paper referred to as Rockmeadows High). The research is part of a larger project focusing on discourses on Intelligence in Swedish upper secondary school, and how these are produced and used in different…

The purpose of this study was to examine variables that affect self-control in the context of academic task completion by elementary school children with autism. In the baseline assessment of Study 1, mathematics problem completion was shown to be an aversive event, and sensitivity to task magnitude, task difficulty, and delay to task completion…

This article presents an interview with Susan Gendron, a policy coordinator at SMARTER Balanced Assessment Consortium. In this interview, Gendron talks about the Common Core State Standards and their implications for school leaders.

This study explores younger and older adults learning of MS Publisher functionalities from a multimedia tutorial. Twenty younger and twenty three older adults assigned to a redundant (experimental) or non-redundant (control) condition were taught how to create a greeting card, while the results of their learning were assessed with immediate and…

There is now a growing body of research examining movement difficulties in children diagnosed with high functioning autism (HFA) and Asperger's disorder (AD). Despite this, few studies have investigated the kinematic components of movement that may be disrupted in children diagnosed with these disorders. The current study investigated rapid aiming…

In this study, I examine the instruction of four preservice English teachers (PSTs) for cognitively demanding literature-based writing tasks in order to investigate the types of tasks that PSTs identify as cognitively demanding, how PSTs' instruction for such tasks maintains or degrades the task's intellectual rigor, and possible influences and/or…

This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was…

This study investigates whether congruency (+/- literal translation equivalent), collocate-node relationship (adjective-noun, verb-noun, phrasal-verb-noun collocations), and word length influence the learning burden of EFL learners' learning collocations at the initial stage of form-meaning mapping. Eighteen collocations were selected on the basis…

The visual complexity of orthographies varies across writing systems. Prior research has shown that complexity strongly influences the initial stage of reading development: the perceptual learning of grapheme forms. This study presents a computational simulation that examines the degree to which visual complexity leads to grapheme learning…