Describes the nature and occurrence of knowledge-construction links (KCLs) in 3 6th-grade classrooms that varied in degree of learner centeredness. KCLs are operationalized as prior learning that students bring to their current classroom experiences and include school and nonschool experiences. They are hypothesized to facilitate a…

Examines the extent to which low- and high-WMC (working memory capacity) readers adjust cognitive processes to fit the reading purpose. When reading to study, low-WMC readers emphasized less demanding processes over more demanding processes to a greater extent than high-WMC readers and recalled less. When reading for entertainment, patterns of…

This paper reviews the literature describing the pervasive deficits in social relations and pragmatics found in autistic children. It then considers two different psychological theories of these phenomena, the Affective theory and the Cognitive theory, concludes that the Cognitive theory better predicts behavior patterns, and suggests future…

Discusses information as a subjective construct as opposed to an objective thing. Topics addressed include knowledge structure; modification of knowledge structure in cognitive psychology; schemata theory; schema modification in reading; top-down reading models; bottom-up reading models; and two examples of information processes. (Contains 59…

Gives an overview of research findings on age-related declines in cognitive processes, such as perception, language, and memory. Presents teaching techniques that facilitate learning and retention in older adults, such as adjustment of the physical environment, structure of assignments and delivery, and mnemonic devices. (SK)

In their comments on the present authors' earlier article on beliefs about ordinary psychological activities, C. Fellbaum and G. A. Miller (1990) offer an explanation of the reciprocal effect of believing one activity is a kind of another, and that the second activity is part of the first. Points of disagreement are explained. (SLD)

The authors conclude from a range of literature relevant to the autistic condition that atypical strategies for the allocation of attention are central to the condition. This assertion is examined in the context of recent research, the diagnostic criteria for autism in DSMIV and ICD-10, and the personal experiences of individuals with autism…

Although dissociations in children's responses are sometimes about "getting it right" for an experimenter, they might also often reflect differences between conscious and subconscious processing that are not geared to correct performance. Research with adults also reveals many cases of dissociation, and adults can more easily be subjected to…

In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on…

These 16 papers address 3 areas of research deemed to be of particular importance to teachers. The first topic concerns the leading metaphors used by researchers to delineate what is understood by teacher thinking. These metaphors include "teachers' conceptions,""frames of reference,""personal…

To gain a greater understanding of both imagery and creativity, either separately or as interacting processes, several areas must be addressed from an intrapersonal communication perspective: definitions of creativity, imagery, and imaging; the relationship between creativity and imagery; and language and imagery in creativity. A useful working…

In order to clarify and define the subject matter of argumentation, this paper examines the two senses of argument identified by D. J. O'Keefe and then proposes a third sense of argument as another legitimate perspective in argumentation. As discussed in the paper, O'Keefe's two senses of argument are a thing people make and a kind of interaction…

The author develops a model for adult cognitive development useful for providers of lifelong education. The model is based on a framework relating the receiving of information to gaining knowledge, leading to wisdom. (CH)

The ANDS (A Natural Deduction System) model, described in this article, is a psychological theory of propositional reasoning that makes explicit assumptions about memory and control in deduction. A computer simulation of the ANDS model yields proofs similar to those of untrained subjects. (Author/BW)

Jensen has reported reaction-time (RT) studies indicating that various parameters correlate significantly with IQ. Two parameters of interest are slope of RT across set size and increasing correlations of RT with IQ as set size increases. After reviewing these studies, the author concludes that Jensen's claims are unwarranted. (Author/BW)