Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Extends previous research by examining developing stereotypes for novel ethnic groups as indicators of cognitive representations. Results from three studies confirmed that in the absence of any preconceived cognitive representations of, or valuative responses toward, these novel groups, more salient groups are subject to greater prototype…

Discussion of differences between problem-solving techniques of novices and experts suggests that both the experts' mental model and common novice problems can be derived from analyses of several expert and novice protocols. Three instructional strategies based on these differences are discussed, including the use of a computer simulation to solve…

Presents two teaching ideas for mathematics instruction. The first employs "mind maps" as a method to help students learn, record, and recall mathematical information. Provides examples for solving quadratic equations and complex numbers. The second discusses two ways to find the average speed during a trip employing differing constant…

Challenges in applying cognitive strategy research to complex knowledge domains in students with learning disabilities include the need to focus on deficits in domain-specific knowledge; adaptation of assessment designs to answer cognitive questions; and procedures for individual cognitive strategy instruction in group settings. A research agenda…

The acquisition of German in three adult Poles over a three-year period is examined based on an acquisition profile of each person that specified the sequences in acquisition. The findings suggest that cognitive factors must be considered to explain the varying degree of success in the acquisition process. (40 references) (Author/LB)

Proposes a framework that identifies the components of number sense and the attributes of students who possess it. Discusses various aspects of three areas where number sense plays a key role: number concepts, operations with numbers, and applications of number and operation. (MDH)

This study sought to find out whether concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 grade-10 students participated in the experiment. Findings indicate concept mapping is significantly more effective than traditional teaching in enhancing learning in biology and reducing student anxiety toward biology.…

(PR)

Reports results of interviews in which students were asked to illustrate three interpretations of fractions: a unit subdivided into equal-sized parts; a set subdivided into equal-sized parts; and a ratio. Two areas of difficulty in giving reasonable representations are discussed. Proposes teaching suggestions to overcome these difficulties. (MDH)

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)

Asserts that, in modern society, knowledge, higher education, and society act upon each other as separate forces. Examines and compares critical theory and postmodernism and their impact on higher education. Concludes that the differences between these two frameworks as interpretations of higher education can be reconciled. (CFR)

Empirical validation of the first-order and higher-order factor structures of the structure-of-intellect (SOI) model was provided by reanalysis of a database of 39 measures administered to 178 Coast Guard Cadets. Results suggest that SOI could be reconceptualized as a pyramid-like hierarchical theory of intelligence. (SLD)

Describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations. Argues that a task-oriented interaction between propositional structures and mental models can help learners evaluate the consistency of their…

Extends a theoretical framework for designing effective information services by synthesizing and integrating theory and research derived from multiple approaches in the social and behavioral sciences. These frameworks are applied to develop general design strategies and principles for information systems and services that rely on complex…