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…

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…

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…

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…

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…

Students' confidence in their responses to a multiple text-processing task and their justifications for those confidence ratings were investigated. Specifically, 215 undergraduates responded to two academic questions, differing by type (i.e., discrete and open-ended) and by domain (i.e., developmental psychology and astrophysics), using a digital…

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…

Research Findings: All human activity, beyond the simplest of reflexes or biological reactions, is a manifestation of intentions. When those intentions are directed toward changes in one's understanding or performance, they can be labeled "intentionality to learn". In this article, we overview particular premises about intentionality to learn and…

The authors build on literature related to the development of epistemic cognition, research on historical thinking, and studies of individuals' epistemic beliefs. They designed this study to explore, develop, and test a measure of epistemic cognition in history. They administered the Beliefs about Learning and Teaching History Questionnaire to…

With respect to the specificity and structure of epistemological beliefs, we contend that beliefs about knowledge are reflective of the multidimensional, multilayered, and interactive nature of knowledge. Here we present a model of the nested and reciprocal relations between domain-general and domain-specific epistemological beliefs. Additionally,…

Describes fundamental dimensions that appear to underlie effective transfer: subject-matter knowledge; general cognitive and metacognitive strategies; and motivation. Summarizes five generalizations about transfer drawn from the literatures on transfer, domain learning, and analogical reasoning. (SLD)

Two studies were conducted to assess the effects of teacher training in analogical reasoning on students' performance of analogy tasks. Participants were 25 fourth-grade teachers and their students, and 23 three to eight year old children in special summer enrichment classes. Results and implications for educational practice are discussed.…

Seventy-six empirical investigations relating to a particular academic domain and involving connected discourse presented in writing or on a computer were reviewed. From the analysis, six premises were proposed as guides for further research and practice in the area of subject-matter knowledge and interest in text processing. (SLD)

Explored the contributions of subject matter knowledge, strategic processing, and interest to college students' educational psychology learning. In general, results for 77 undergraduates uphold the predictions of the model of domain learning (P. Alexander, 1997). Students' subject-matter knowledge, strategic processing, interest, and interactive…

Thirty undergraduate students were asked to read and recall information presented in one of two parallel expository passages about the professional athlete. These passages differed only in their use of the "he" or "she" generic referent. The passages were parsed into 19 idea units, and 5 target words in each conveying the…