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Modeling Metacognition in Design Thinking and Design Making
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Kavousi, Shabnam; Miller, Patrick A.; Alexander, Patricia A. – International Journal of Technology and Design Education, 2020
Results of numerous studies indicate that metacognition plays a significant role in students' design education. Despite the growing number of studies on the role of metacognition, the nature of metacognitive processing in design education and how metacognitive strategies contribute to students' design are not well understood. Thus, the main…
Descriptors: Modeling (Psychology), Metacognition, Design, Thinking Skills
Toward an Integrated Framework of Multiple Text Use
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List, Alexandra; Alexander, Patricia A. – Educational Psychologist, 2019
We introduce the Integrated Framework of Multiple Texts to understand how students use and form connections between multiple texts to accomplish personal or task goals. The Integrated Framework of Multiple Texts conceptualizes students' multiple text use as unfolding over the course of three stages--preparation, execution, and production. In the…
Descriptors: Assignments, Planning, Production Techniques, Prior Learning
Reflection and Reflexivity in Practice versus in Theory: Challenges of Conceptualization, Complexity, and Competence
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Alexander, Patricia A. – Educational Psychologist, 2017
In this commentary, theoretical principles pertaining to the role of epistemic cognition in teaching and professional development, synthesized from the content of this special issue on reflection and reflexivity, are proffered. These theoretical notions are then followed with a critical analysis of specific challenges encountered in enacting these…
Descriptors: Reflection, Theory Practice Relationship, Reflective Teaching, Faculty Development
Cognitive Affective Engagement Model of Multiple Source Use
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List, Alexandra; Alexander, Patricia A. – Educational Psychologist, 2017
This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with…
Descriptors: Models, Cognitive Processes, Affective Behavior, Reading Interests
A Multidimensional Investigation of Deep-Level and Surface-Level Processing
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Dinsmore, Daniel L.; Alexander, Patricia A. – Journal of Experimental Education, 2016
This study examines the moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance. One-hundred and fifty-one undergraduates completed measures of subject-matter knowledge, read either an expository or persuasive text about the…
Descriptors: Undergraduate Students, Cognitive Processes, Influences, Performance
Measuring Relational Reasoning
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Alexander, Patricia A.; Dumas, Denis; Grossnickle, Emily M.; List, Alexandra; Firetto, Carla M. – Journal of Experimental Education, 2016
Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of…
Descriptors: Cognitive Ability, Logical Thinking, Thinking Skills, Cognitive Processes