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…

Discussed is the development of a comprehensive approach to mathematics education in its totality when viewed as an interactive system comprising research, development, and practice. The management philosophy of science, complementarity, and other domains are explored. (MNS)

Presents four principles which are used within cultures for the organization and elaboration of emotional experience. Proposes these principles as a way to expand the Miller and Sperry (Merrill-Palmer Quarterly, 1987) descriptive ethnographic data on the emotional development of three young children in a south Baltimore community. (NH)

Defines metacognition and describes the effects of incorporating metacognitive aspects into instructional design. Three types of knowledge--declarative, procedural, and conditional--are discussed as necessary components of metacognitive awareness, and positive effects on the learner in terms of motivation and performance are described. (Author/LRW)

The keynote speech identifies six categories of problem areas for children with learning disabilities: (1) synchronization, (2) consistency, (3) methodology, (4) cohesion, (5) saliency determination, and (6) tempo. A model of neurodevelopmental functions and performance elements to guide researchers and practitioners is offered. (DB)

Four conference papers are reviewed in this introduction to a symposium. The first paper is by Clements and Merriman, who make a case for the reflection of Steinberg's information processing componential model of cognitive processes in the LOGO language and computational environment; present a series of experiments that attempted to tailor the…

Higher order thinking is active and sustained cognitive effort directed at solving a complex problem and requires a student to integrate different sources of information, consider alternative perspectives, make critical judgments, and develop and test hypotheses. The important questions in higher order thinking are the ways learners incorporate…

The article addresses what is regarded as unjustifiably pessimistic characterizations of memory strategy instructional research, and argues that solid laboratory research on strategy use is needed though much memory instructional research with direct classroom applications to learning-disabled students has been completed. (Author/DB)

This brief review of how computers are currently being used and studied in the schools stresses ways in which computers will be used to enhance learning and development, and the need for research on computer learning to consider the multi-functional uses of computers in various contexts, instead of seeing it as a medium with a single effect on…

The field of education has largely ignored the concept of the dialectic, except in the Socratic teaching method, and even there bipolar meaning or reasoning has not been recognized. Mainstream educational psychology bases its assumptions about human reasoning and learning on current demonstrative concepts of information processing and levels of…

Some ideas are presented about the ways in which the three domains of metacognition, affective factors, and beliefs influence the cognitive activities of seventh graders as they solve mathematics problems. The research project, initiated in 1981, is first described. Theoretical considerations are then discussed, with sections on affects, beliefs,…

This paper outlines several properties of internal representational models (IRMs) and offers terminology that may help to differentiate the models. Properties of IRMs include focus, memory systems, content, cognitive function, "metastructure," quality of attachment, behavioral strategies, and attitude toward attachment. An IRM focuses on…

Describes instructional design as a high-level thinking process to provide more information on the way instructional design is learned and actually practiced. Topics discussed include cognitive psychology, design models, planning, schema theory, development of expertise, metacognition, problem solving, and implications for training and future…

Ties together the educational threads of teaching thinking skills and improving the intellectual performance in deaf learners. Identifies six criteria for curriculum or research decisions related to teaching for higher-level problem solving. Applications of these ideas to mathematics are left to the reader. (MDH)

Papers presented at this conference focus primarily on the development of critical thinking and problem solving skills. Topics related to critical thinking include metacognition, curriculum development, and teaching strategies in foreign languages; teaching critical reading of literature to develop critical thinking skills; use of guided design in…