Decisions assume some level of interdependency between knowledge and know-how, these being distinct realities. Knowledge refers to the understanding one has of a phenomenon while know-how refers to one's capability of actions on a phenomenon. Information can be related to decision only by transforming data which is held in a semiotic memory into…

Argues that two current receptions of Plato's rhetorical theory that either (1) leave him out, or (2) claim he rejected rhetoric, have serious consequences for contemporary rhetoric and composition studies. Discusses critics who support a third position and claims this position reconnects rhetoric with thinking rather than mere formulizing. (NH)

Administrative scientists superimpose analytic frameworks on their observations when trying to make knowledge meaningful. The generation of knowledge should be seen as an essentially interpretive and subjective activity. An awareness of this fact may encourage a view of scientific progress that is reinforced by the social context in which research…

Compares the structure of language and meaning in speaking, writing, and computing. Argues that writing and computing are biased toward a radical explicitness that eliminates the role of interpretation, the construction of a personal, subjective meaning. Discusses the cognitive implications of teaching children to cope with this explicitness. (KH)

A theory of norms and normality is applied to some phenomena of emotional responses, social judgment, and conversations about causes. Norm theory is applied in analyses of enhanced emotional response to events that have abnormal causes, of generation of prediction from observations of behavior, and of the role of norms. (Author/LMO)

The use of structural equation modeling is discussed in testing a range of theories of learning and cognition involving the concept of a hierarchy of variables of increasing complexity. To illustrate this approach, one method is applied to Bloom's taxonomy to test the theoretical assumption of hierarchical organization. (Author/MSE)

This study sought to answer the question, Do all students benefit equally from the use of a hypermedia Goal-Based Scenario (GBS)? GBS is a subcategory of anchored instruction. The correlation between the demographic variables and achievement and specific cognitive variables and achievement was explored using a lesson on DNA, and was tested on…

Two experiments examined whether the correlation between advances on theory-of-mind and executive function tasks results from the tasks posing the same executive demands among 3- to 6- year-olds. Findings indicated that performance on the dimensional change card-sorting task (a measure of executive function) was correlated with performance on the…

Experiential learning can be understood as a process in which learners recognize and develop their "action-theory." The aim of outdoor development programs--whether mainstream education, corporate training, or therapy--is to facilitate this process. A "reflection-in-action" approach to facilitation is presented and situated in…

Participants learning first aid at a distance through printed self-paced materials attempted tasks involving near and far transfer. They performed well on near transfer tasks but the controlled cognitive processing involved in far transfer caused recurrence of errors that had been corrected earlier. (SK)

Reviews the concept of rational suicide and compares it with one researcher's list of commonalities of suicide. Claims that the list cannot accommodate rational suicide. Suggests that the list is biased against rational suicide and should be renamed so it cannot be maintained that suicide must be irrational. (RJM)

Reports research designed to explore the possibility that conceptually different forms of common-fraction understanding can be identified. Such forms may be associated with differences in fraction problem solving-performance. Contains 50 references. (DDR)

Explores the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. Based on a metacognition-based visual learning model, aims to elucidate the process by which Roundhouse diagramming helps learners bootstrap their current…

Examined whether gender differences exist within cognitive stages and whether gender differences exist at the cognitive stage level in college freshmen (n=86). Longitudinal study found students' epistemological development revealed gender differences in epistemological reasoning structures but not in cognitive structural stages. (Author/ABL)

Outlines a cognitive model of visitors based on the concept of mindfulness/mindlessness. Presents an analysis of data on visitors to forestry centers in the United Kingdom. Results support the mindfulness approach as an appropriate cognitive model of visitors. (Author/CW)