In this article, the author John Volk, professor of Worldview Studies at Renaissance College, University of New Brunswick, Fredericton, New Brunswick, Canada, looks forward toward the November 2017 Religious Education Association Conference, which is entitled "Learning in Encounter: Crossroads, Connections, Collaborations", and says that…

At a recent conference, the author heard a head of mathematics say with some emphasis that when she applied for a job she felt that she had to say that she recognized no ceiling on the amount that pupils could achieve in mathematics. She went on to explain that she needed a prospective employer to understand this as it affected the way that she…

Evidence from dual-process and cognitive behavioral theorists points to the conclusion that the products of associative learning are sometimes available in working memory. Adolescents, adults, and children (to a lesser extent) can engage in "metacognitive intercession," reflecting on the products of associative processing and deciding whether to…

The Kuhn and Pease (p. 279, this issue) article advances the fields of cognitive development and learning by integrating work on executive functions, metacognition, and scientific reasoning. The article also expands developmental work to older children and adults, to personal beliefs, and to social information, and reinvigorates the construct of…

Questions whether the notion of learner beliefs as conceived in the second-language-acquisition literature is adequate to capture the complexity of learners' thinking about language learning. Proposes, as an alternative, an analytical framework based on three levels: conception, approach, and belief. Data are drawn from Hong Kong university…

The purpose of this paper is to describe a framework in which thinking skills instruction and other needed instructional emphases can be integrated into a unified whole. Discussion focuses on John Anderson's unitary model of cognition (1983), learning-to-learn, the nature of traditional curriculum content, thinking skills such as storage and…

Examines how college English as a foreign or second language learners' beliefs about language learning are related to their learning strategy use. Results found that language learners' self-efficacy beliefs about learning English were strongly related to their use of all types of learning strategies, especially functional practice…

Asserts that developmental psychology's assumption that representation has nature of encoding is false; offers alternative model of representation based on the pragmatics of action. Argues that "frame problems" originate in the inherent requirement that encoding representations carry explicit content. Maintains that these problems impact…

The development of reflective processes and the role of self-reflection in learning are examined. It is suggested that analysis of levels of conceptions or psychological processes through the phenomenographic method may clarify the development of metacognitive beliefs. Learning to use metacognitive knowledge and training reflective skills are…

Can one be open-minded about a strongly held belief? I defend a reconciliation of the suggested conflict that turns on open-mindedness as an educational aim subordinate to the aim of knowledge, and as an attitude about one's beliefs (a second-order or meta-belief), not a weakened attitude toward a proposition believed. The reconciliation is…

Analyzes how differences in the beliefs or metacognitive knowledge held about writing relates to differences in English as a foreign language (EFL) writing skills. Data were collected from undergraduate students enrolled in EFL classes in Barcelona, Spain. (Author/VWL)