Describes an epistemological framework and an associated research method. The framework focuses on the structural relations of individual and setting as experienced by the individual. The analysis consists in zooming to identify patterns that simultaneously occur at multiple levels. Uses data from a physics classroom where students learn to…

Examined how skilled adult readers assign meaning to sentences. Of particular interest were sentences containing "experiencer" verbs, which describe states or emotions rather than actions. Subjects were university students in Australia. Test items were semantically implausible sentences. (Author/VWL)

A study examined phonological and orthographic processing skills related to two lexical acquisition systems in fifth and sixth-grade children with (n=16) and without (n=48) reading disabilities (RD). Children with RD added word-specific entries to their lexicons without a corresponding expansion of subword orthographic-phonological connections.…

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

A longitudinal study of 12 children (ages 1-3), investigated why some prefer to replace "I" with "me", whereas others prefer to replace "I" with "my". The percentage of errors in which "me" replaced "I" was positively correlated with the correct production of "me" as an objective pronoun. (Author/CR)

Examines the extent to which a highly motivated older adult can acquire a new language by focusing on a case study of a 57-year-old woman's endeavor to learn Spanish in an immersion setting. The learner's experiences, as recorded in diary entries, are examined in relation to the literature on cognitive aging. (Author/VWL)

Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that…

Discusses the use of problem-solving activities in elementary-level science lessons. Sample activities include "Sparkling Christmas Presents,""Who Left the Message?," and "Parachute Descent". (WRM)

Considers whether the development of reading skills in different orthographies varies primarily as a function of common underlying cognitive processes, or as a function of orthographic transparency. Concludes that when the script is less complex young children appear to develop their word recognition skills with relative ease, even in the absence…

Interacting cognitive subsystems (ICS) is proposed as a unified cognitive theory that can be used as the basis for representations in human-computer interaction, and two approaches based on the theory are described: one entails the description of cognitive task models, and the other entails the production of less complete diagrammatic notations.…

Asks whether what is taught in science class only makes sense to someone who already understands science. Discusses school science in terms of four questions: (1) What is to be taught?; (2) What conditions promote learning?; (3) What do students learn?; and (4) What are the cognitive processes in learners' minds? (Contains 17 references.)…

This study investigated acquisition of music performance skills over 11 practice trials in novice and expert pianists differing in age, training, and sight-reading ability. The finding of a strong positive relationship between the mastery of temporal constraints and planning abilities within performance suggested that these two cognitive…

Describes the use of an intervention stressing the metacognitive, regulatory, and strategic aspects of knowledge co-construction. Finds that eighth grade students who received the intervention gained in metacognitive knowledge about collaborative reasoning and ability to articulate their collaborative reasoning processes compared to students in…

Addresses issues related to the ways teachers learn mathematics and the teaching of mathematics, and the relevance of those ways to their professional development. Mathematical experiences need to be congruous with the kind of teaching expected of the reflexive, adaptive teacher. Presents both practical and theoretical considerations of how these…

Discusses what important ideas about forms of knowing mathematics should be included in mathematics methods courses for preservice teachers. Proposes ideas related to Shulman's framework of teacher knowledge. Provides a brief discussion of the implications each idea holds for teaching mathematics, and makes some suggestions about experiences that…