Research on multiple source use concerns how readers handle a number of different, often conflicting or discrepant, information sources to construct a mental representation of content. Students are increasingly being exposed to such complex reading situations, both in and outside of school. The digital world demands multiple source use, and…

Stored representations of experiences of forces in actions on objects enter into perceptual interpretations and mental simulations of object motions and interactions. In reply to the comment of Hubbard (2012), I clarify some ambiguities in my account (White, 2012) and correct some poor choices of expression. In addition, I address substantive…

This article argues that Vygotsky's choice of word meaning as the basic unit of analysis for cultural psychology connects him to a German psycholinguistic tradition--exemplified in the work of G. W. F. Hegel and J. G. Herder--distinct from the Marxist tradition. While later commentators criticize Vygotsky's reliance on word meaning, arguing that…

Salthouse (2011) critically reviewed cross-sectional and longitudinal relations among adult age, brain structure, and cognition (ABC) and identified problems in interpretation of the extant literature. His review, however, missed several important points. First, there is enough disparity among the measures of brain structure and cognitive…

Moss and Albery (2009) presented a dual-process model of the alcohol-behavior link, integrating alcohol expectancy and alcohol myopia theory. Their integrative theory rests on a number of assumptions including, first, that alcohol expectancies are associations that can be activated automatically by an alcohol-relevant context, and second, that…

In their recent review "Cognitive Processes in Dissociation: An Analysis of Core Theoretical Assumptions," published in "Psychological Bulletin", Giesbrecht, Lynn, Lilienfeld, and Merckelbach (2008) have challenged the widely accepted trauma theory of dissociation, which holds that dissociative symptoms are caused by traumatic stress. In doing so,…

In this article, the author distinguishes between evaluation and other cognitive processes. He looks at unpacking evaluation into component processes to avoid confusion that hampers effective evaluation work, and to provide a foundation for an epistemology and logic of evaluation. The author advocates that evaluation is a compressed representation…

The article by Carota and Sirigu addresses a fundamental issue, namely the domain specificity of people's ability to learn and implement sequential structures of events. The authors review theoretical positions and empirical findings related to this issue, providing a useful summary of representative models of sequential event structures, and a…

Need for closure, as formulated by Kruglanski and colleagues [Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. "Psychological Inquiry," 1(3), 181-197; Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. "Psychological Review," 103, 263-283; Webster,…

Two nonentrenched tasks are described, one requiring projection into the future of states of objects, the other requiring complex anological reasoning where multiple terms of analogies can be replaced by alternative answer options. Some speculations are made about the implications of these results for educational theory and practice. (Author/GK)

The possibility is considered that research on intelligence is entering or is about to enter a time of crisis. First, it is suggested that the decline of the psychometric paradigm as the primary means for studying intelligence was due in part to the failure of users of the paradigm to meet in a highly successful way four challenges that confronted…

Examines the role inner speech (as defined by Vygotsky and Sokolov) plays in the thought-word process in order to understand how and why communication skills are interrelated. Presents three intrapersonal/extrapersonal speech models and outlines four procedural rules necessary for effective communication. (PD)

Relationships among Piagetian reasoning assessments and standard measures of intelligence and achievement were determined in 1972 by Stephens, McLaughlin, Miller, and Glass (EJ 055 112). The data were reanalyzed by Humphreys and Parsons in 1979 (EJ 218 642). In reply, Glass and Stephens note fallacies in Humphreys' and Parsons' reasoning.…

Stephens et al. (EJ 055 112) committed a serious methodological error in holding chronological age constant in their IQ measures and allowing it to vary in their Piagetian developmental measures. This error is unrelated to differences in factor rotation methods used by these authors and was not answered in their reply. (CTM)

Of the many books read by this author over the past several years, one in particular held his attention: "Becoming human" by J. Vanier (1998). In this book, Vanier spells out several interconnected principles for promoting and practicing a curriculum of "becoming human." Vanier's first principle is that "all humans are…