An enactivist model of cognition proposes that thinking occurs through interaction, not in individual minds. As experiences in an inner-city elementary school suggest, an enactivist approach blurs lines between knower and known, teacher and student, and teaching and learning are better understood as mutual, evolving practices. (SK)

Examines the hypothesis that some people are verbal learners and some people are visual learners. Presented a battery of 14 cognitive measures related to the visualizer-verbalizer dimension to 95 college students and then conducted correlational and factor analyses. Results have implications for how to conceptualize and measure individual…

Amends the current 5E learning cycle and instructional model to a 7E model. Changes ensure that instructors do not omit crucial elements for learning from their lessons while under the incorrect assumption that they are meeting the requirements of the learning cycle. The proposed 7E model includes: (1) engage; (2) explore; (3) explain; (4) elicit;…

Functional/technical definitions of literacy have shifted to the concept of literacies. Focus groups in Scotland (n=113) explored the meaning of literacies, incentives and barriers to participation, and formation of learner identities. Participants indirectly adopted a deficit perspective. They did not share the pluralist conception of theory and…

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

This article describes the philosophical underpinnings of applied behavior analysis (ABA) for children with autism. It discusses the three interrelated levels of behavior analysis (technology, science, and philosophy), and the three pillars of behavioral philosophy: empiricism, pragmatism, and selectionism. The amelioration, rather than…

Discusses three reasons to revise achievement goal theory: the importance of separating approach from avoidance strivings, the positive potential of performance-approach goals, and identification of the ways performance-approach goals can combine with mastery approach goals to promote optimal motivation. Reviews theory and research to substantiate…

Presents activities in a context that promotes connections between students' experiences and new content and provides visual and/or physical links between informal knowledge and formal math ideas. (YDS)

Using learning theories of Dewey, Wenger, and others, six elements of effective change for improving physicians' practice are interpreted: (1) complex reality of clinical practice; (2) attention to the designated change; (3) diagnostic analysis of target group and setting; (4) mix of actions to address needs and barriers; (5) action plan; and (6)…

A theory of classical conditioning is presented, which is based on a parallel, rule-based performance system integrated with mechanisms for inductive learning. A major inferential heuristic incorporated into the theory involves "unusualness," which is focused on novel cues. The theory is implemented via computer simulation. (TJH)

Summarizes recent psychological research and theory on the topic of consciousness, and looks at three questions in second-language learning related to the role of consciousness in input processing. The discussion involves the requirement in learning a second language of subliminal learning, implicit learning, and incidental learning. (142…

This discussion of metalearning theories and thinking skills in relation to instructional design highlights other papers presented in this journal issue. Topics discussed include properties of skills; problem solving; the concept of psychological sets in contrast to the concept of skill; and the organization of previously acquired systematic…

Judd's studies on generalization in student learning, commitment to an empirical knowledge base for teaching and learning, influence on educational and public policy, and his redoubtable teaching style are among the topics covered in this reminiscence by one of Judd's former doctoral students at University of Chicago (1926-27). (IAH)

Provides an overview of hypermedia, including a history of hypertext and multimedia, and discusses how they have been combined into the term hypermedia; a cognitive overview; dual coding and cue summation; and theories related to learners, including field dependence-independence, memory, and metacognition. Contains 156 references. (LRW)

Connections between gifted intellect and creativity and Klaus Riegel's Dialectical Psychology are discussed. Dialectical Psychology is explained in terms of the set-theoretic operation of symmetric difference and the set-theoretic complement thereof. It is shown how this structure is involved in developmental psychology, memory, learning, gifted…