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Markman, Keith D.; And Others – Personality and Social Psychology Bulletin, 1995
Examined the effects of perceived control and close alternative outcomes on counterfactual generation (thoughts of what could have been). Subjects played a "wheel of fortune" game in which they controlled one of two wheels. Results supported the idea that people generate counterfactuals about events over which they have perceived…
Descriptors: Cognitive Processes, Cognitive Structures, Expectation, Individual Power
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Roese, Neal J.; Olson, James M. – Personality and Social Psychology Bulletin, 1995
Examined impact of outcome controllability on counterfactual thoughts (thoughts of what could have been). Two studies showed that outcome controllability affected counterfactual direction: thoughts on how things could have been better were more frequent following controllable outcomes, and thoughts on how things could have been worse followed…
Descriptors: Cognitive Processes, Cognitive Structures, Expectation, Individual Power
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Kang, Wan; Kilpatrick, Jeremy – For the Learning of Mathematics, 1992
Didactic transposition theory asserts that bodies of knowledge are designed not to be taught but to be used. Discusses didactic transposition, the transposition of knowledge regarded as a tool to be used to knowledge as something to be learned in mathematics textbooks. (14 references) (MDH)
Descriptors: Classroom Environment, Cognitive Processes, Cognitive Structures, Elementary Secondary Education
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Perso, Thelma – Australian Mathematics Teacher, 1992
Discusses how student errors can be utilized to understand the nature of the conceptions that underlie students' mathematical activity. Looks at why errors are made in mathematics, how teachers and students perceive errors, and how to use errors in the classroom. (MDH)
Descriptors: Cognitive Structures, Diagnostic Teaching, Elementary Secondary Education, Error Patterns
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Maag, John W.; And Others – Exceptionality: A Research Journal, 1992
This study examined differences in reported depressive symptomatology and related dysfunctional cognitions in nonhandicapped, learning-disabled, and seriously emotionally disturbed adolescents from both public school and juvenile correction settings. No significant main effect was found for differences across label, but consequential differences…
Descriptors: Adolescents, Cognitive Structures, Cognitive Style, Comparative Analysis
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Smith, Mike U. – Journal of Research in Science Teaching, 1992
Compares 7 biology faculty members, 9 genetic counselors, and 26 undergraduate students according to both expertise and problem-solving success within the domain of genetics. Findings are consistent with the hypothesis that as expertise is attained, the individual restructures knowledge into a framework based upon the critical dimensions which…
Descriptors: Biology, Cognitive Structures, Cognitive Style, Comparative Analysis
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Carr, Thomas H.; Curran, Tim – Studies in Second Language Acquisition, 1994
Addressed three issues in a description of techniques used to study how people learn structured sequences. These are the content of what is learned, the role of conscious awareness in syntactic learning, and the role of limited-capacity processing or focal attention in syntactic learning. (Contains 86 references.) (Author)
Descriptors: Attention, Cognitive Processes, Cognitive Structures, Fixed Sequence
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Rovegno, Inez – Elementary School Journal, 1992
Describes interpretations of one preservice elementary physical education teacher, who preferred received knowledge (i.e., coming to know by listening to others) to experiences in reflection (lesson and unit instruction, dialogue journals, and class discussions) that occurred during a methods course. Only slight changes in reflective abilities…
Descriptors: Case Studies, Cognitive Structures, Elementary Education, Higher Education
Schmittau, Jean – Focus on Learning Problems in Mathematics, 1991
Structure of mathematical concept of multiplication and its integration into conceptual system, with respect to formal and informal aspects of understanding for 10 university students, are investigated through linear scale assessment of examples for prototypical effects and through follow-up interview which included direct explanations of…
Descriptors: Classification, Cognitive Mapping, Cognitive Structures, Comprehension
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Lecoutre, Marie-Paule – Educational Studies in Mathematics, 1992
Reviews research indicating that students' cognitive models hold random events to be equiprobable Examined 87 students between the ages of 15 and 17 to determine whether masking a random event using geometric figures would affect the students' view of the event as equiprobable. Results indicated that masking overcame the equiprobable bias of the…
Descriptors: Cognitive Processes, Cognitive Structures, Cognitive Style, Mathematical Concepts
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Mariotti, Maria Alessandra – L'Insegnamento della Matematica e delle Scienze Integrate, 1992
Discusses geometrical reasoning in the framework of the theory of Figural Concepts to highlight the interaction between the figural and conceptual components of geometrical concepts. Examples of students' difficulties and errors in geometrical reasoning are interpreted according to the internal tension that appears in figural concepts resulting…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Structures, Elementary Secondary Education
Gimenez, Carmen Azcarate – Epsilon, 1992
Presents a study to determine students' concept of slope carried out in three classes of the second form before introducing the notion of derivative. Discusses the meaning of conceptual framework and reviews literature on slope. Analyzes student responses to a questionnaire for mathematical content and expression and interprets the results. (MDH)
Descriptors: Cognitive Measurement, Cognitive Structures, Foreign Countries, Mathematics Curriculum
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Otero, Jose T.; Campanario, Juan M. – Journal of Research in Science Teaching, 1990
Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)
Descriptors: Cognitive Ability, Cognitive Structures, Comprehension, Learning Processes
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Okebukola, Peter Akinsola – Journal of Research in Science Teaching, 1990
Discussed is the relationship of concept-mapping by students to the meaningful learning of genetics and ecological concepts. The implications of these results for teacher education in biology are addressed. (KR)
Descriptors: Cognitive Development, Cognitive Structures, College Science, Concept Mapping
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Hutchinson, Nancy L. – Remedial and Special Education (RASE), 1993
This response to EC 607 382 stresses the value of dialog between mathematics educators and special educators and raises three concerns about the standards of the National Council of Teachers of Mathematics (NCTM). Cognitive strategy instruction is recommended as an effective approach for teaching problem solving to students with disabilities. (DB)
Descriptors: Academic Standards, Cognitive Structures, Disabilities, Educational Change
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