A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)

Halliday's view of all learning as a form of language development is supported as a first step, but an argument is made for a view of learning as induction into discourses as ways of being, not just ways of using words. (Contains 19 references.) (LB)

It is argued that recent findings in the study of learning and cognitive science have established a basis for a psychology of learning taking culture into account. Two aspects beyond those discussed are the construction of culture itself and how conceptual models influence the physical reality of culture. (SLD)

Describes a basic development model for an intelligent tutoring system that includes the interface, the expert and learner models, and the pedagogical model. Possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI) are illustrated, and two examples of CBI designed from this perspective are…

Responds to Susan McLeod's "The Affective Domain and the Writing Process: Working Definitions." Suggests and defends an alternate way to define affect, based on the interweaving of affect and cognition. Discusses the "cognitive-affective dance." (PRA)

Describes a connectionist, or neural network, model of musical learning that can be used to explain research by Harold Fiske in musical pattern discrimination that shows that the identification of tonal and rhythmic relationships between patterns requires varying amounts of reaction time. Discusses the model's importance for music education. (DSK)

Case studies of four British entrepreneurial organizations reveal the dimensions of learning in small organizations: ability to network, assimilate experience and opportunities, reflect on strategies and mistakes, and assess resources. Results suggest that existing organizational learning theories are more appropriate for large firms than…

Introduces a Vygotskian approach to learning with an emphasis on mediated activity within a particular socio-historical context. Addresses the relationship between mathematical learner and different sign systems (multiple representations) afforded by the graphic calculator. Contains 32 references. (ASK)

Argues that being creative is the means through which to produce and express new, novel, and occasionally useful ideas that should be applied to technology and engineering students. Examines theories about creative thinking, the process, and some aspects of teaching and learning creativity. (Author/CCM)

Identifies factors that foster transfer of environmental education to new situations. Suggests that work in environmental education should be relevant and started by exploring the previous knowledge of those who learn in order to carry out a new learning process valid for resolving authentic environmental problems. (Author/CCM)

Works towards a synthesis of metacognitive theories that are implicit in the works of van Hiele and Piaget. Provides greater detail on those theories after describing two features of a good theory of metacognition that prefigure the contrast between van Hiele and Piaget. Contains 17 references. (ASK)

Discusses how the Vygotskian theory of language development can be put to use in the mathematics classroom. Provides a classroom vignette in which the teacher encourages students to think about, talk about, and learn mathematical vocabulary according to Vygotsky's ideas. (ASK)

Presents a plenary presentation from the Association for Medical Education in Europe (AMEE) which calls for properly designed, controlled trials and systematic reviews of the effects of teaching and learning methods in order to make informed decisions about teaching practices. (Author/CCM)

Two theories of learning (Vermunt's learning conceptions and Baxter Magolda's ways of knowing and patterns of reasoning) are compared using a general perspective and a gender perspective, with the aim of combining and extending them. Comparison suggests a number of relationships between theories on a conceptual level, but these could not be…

The author responds to a comparison of her learning conceptions theory with another theory, applauding the effort to link theories of learning and gender. Complexities of relationships among epistemic structures, patterns within structures, and learning activities are highlighted, as well as dilemmas in assessing multiple layers of learning.…