Focuses on Nelson et al's use of the term "theory of mind" and its meaning; alternatives to theory of mind; theories of theory of mind; arguments against theory of mind; and language and theory of mind. (KB)

This article questions whether culture and climate can be considered interchangeable concepts in school effectiveness research. Hereto both are compared by describing them thoroughly and reviewing their main advantages and disadvantages. It is argued that the two are different. Preference is given to culture as more suitable and more accurate for…

To obtain a more complete understanding of personal epistemology this study examines two epistemic paradigms - ways of knowing (specifically connected knowing and separate knowing) and epistemological beliefs (specifically beliefs about knowledge structure, knowledge stability, learning speed, and learning ability). Participants were 107 college…

Research suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the…

Mercer, N. (1995) coined the term interthinking to link the cognitive and social functions of group talk. Essentially, interthinking means using talk to think collectively, to engage with others' ideas through oral language. In this article I share four excerpts from small group interactive read-aloud sessions that were conducted with Grade 1…

How do the goals we once cherished but can no longer pursue relate to maturity? The authors asked adults who have experienced challenging life transitions to describe the life goals they once sought but no longer do and those goals that motivate their lives now. The authors conducted research which examines how adults' views of their lost and…

Factors identified by 16 participants during in-depth interviews as influencing selection of speech pathology as a career were described using the Systems Theory Framework (STF, Patton & McMahon, 2006). Participants were highly likely to identify factors from the individual and social systems, but not the environmental-societal system, of the STF…

This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge…

Conceptual change as the foundation of meaningful learning is discussed and applied to the change in the context of cultural issues among high school students. Cultural issues are envisioned as the repertory of internal cognitive structure of individuals that shapes the foundations of their attitudinal and behavioural functioning. Each one of the…

Infants know that humans are exempt from some of the principles that govern the motion of inanimate objects: for instance, humans can be caused to move without being struck. In the current study, we report that infants nevertheless do apply some of the same principles to both humans and objects, where appropriate. Five-month-old infants expect…

Purpose: The purpose of this paper is to explain and develop a classification of cognitive structures (or typologies of thought), previously designated as spoke, chain and network thinking by Kinchin "et al." Design/methodology/approach: The paper shows how concept mapping can be used to reveal these conceptual typologies and endeavours to place…

An expansion of three lectures on schema theory given at the University of Alberta as part of the MacEachran Memorial Lecture Series, this book is intended for students and researchers interested in the schemata that organize knowledge of stories, events, and scenes, and to serve as an introduction to the elements of schema theory and the…

This brief paper argues that structural analysis--an extended form of cognitive task analysis--demonstrates that both domain dependent and domain independent knowledge can be derived from specific content domains. It is noted that the major difference between the two is that lower order rules (specific knowledge) are derived directly from specific…

Reviews research which indicates that the knowledge structures of professional literatures are systematically different from those of scientific literatures, and that these differences are consistent with theories of scientific knowledge such as those advanced by Kuhn, Polyani, and Zinman. A list of 104 references is included. (MES)

Presents evidence from the memory development literature showing why strategies and metaknowledge are not sufficient factors to account for memory development. Summarizes current research on the influence of the general knowledge base, including general world-knowledge and domain-specific knowledge and procedures. Discusses questions that must be…