Discussion of learning theories focuses on cortical plasticity, enriched learning environments, and the systematic design of instruction. Topics include neurophysiology; research on cortical plasticity and its implications for instructional systems design; linking theory with practice; discovery learning; and motivation and arousal, including…

Skills acquisition is complex and cyclic rather than linear and modular as in competency-based training methods. It depends not only on mental attributes that infuse meaning but also on personality dimensions, learning styles, and self-concerns. This raises ethical questions about policies emphasizing competency-based methods. (SK)

Originally published in March/April 1996, advances an integrated perspective on learning and personal development by viewing the cognitive and affective dimensions of development as related parts of one process. Proposes that from this integrated perspective, a successful educational experience simultaneously increases cognitive understanding and…

Originally published in March/April 1996, examines the research literature examining the effects of students' out-of-class experiences on academic, intellectual, or cognitive learning outcomes. Identifies those aspects of students' out-of-class experiences over which student affairs professionals have some control through policy or programmatic…

Describes a connectionist model accounting for newborn infants' ability to finely discriminate almost all human speech contrasts and the fact that their phonemic category boundaries are identical, even for phonemes outside their target language. The model posits an innately guided learning in which an artificial neural network is stored in a…

In this response to commentaries provided on their original paper, "Beyond Intelligent Tutoring Systems: Situations, Interactions, Processes and Affordances," the authors elaborate on the aims of their conceptualization, focusing on the nature of affordances and situations. (AEF)

Introduces a special issue on the ways in which symbolic tools enable, mediate, and shape mathematical thinking while being themselves a product of these processes. (Author/MM)

Presents a cultural-developmental framework for the analysis of children's mathematics in collective practices and illustrates the heuristic value of the framework through the analysis of videotaped episodes drawn from a middle-school classroom. Discusses the promise and limitations of the framework as a method for furthering understanding of the…

Analyzes two classroom episodes guided by the assumption that thinking can be conceptualized as an activity of communication and learning can be regarded as modifying and extending one's discursive ways. Aims to uncover the ways in which the discursive uses of such new symbolic tools were interactively constructed by the students. Concludes that…

Discusses the two theories that have contributed most to the development of the mediational approach to learning, Vygotskian sociocultural theory and Feuerstein's theory of Mediated Learning Experience. Both theories emphasize the importance of sociocultural forces in shaping a child's development and learning, and have generated a number of…

Argues that efforts to implement and integrate improvement efforts face a paradox. Although many improvement initiatives can provide some of the inspiration, resources, and expertise that can help build schools' capacity to change, implementing those initiatives can bring new demands, requirements, and costs that school do not always have the…

Maintains that recent theoretical and methodological advances have sparked renewed interest in studying children's learning. Describes consistent and interesting findings regarding how children learn and intriguing proposals regarding mechanisms underlying learning. Argues that increasing the focus on children's learning promises practical…

Mathematics education in schools can be viewed either as primarily a sociocultural phenomenon or as a nurturing of the individual's mathematical development. Argues that instead of taking the dichotomous view, contrasting the Vygotskian and the Piagetian perspectives, the two may be seen as separate "truths" providing different lenses…

Describes the work of Maria Montessori, starting with her career in medicine which gave her the unique perspective to probing the frontiers of the inner intellectual life of children. Explains how she felt every student possessed untapped potentials. Discusses how her concept of the potential of the absorbent mind of children is being…

Learning-centered teaching involves adopting teaching methods such as student-centered learning, active learning, didactic teaching, and problem-based learning where they are appropriate. Describes this process and makes recommendations. (Author/CCM)