Robert L. Scott's article "On Viewing Rhetoric as Epistemic" exemplifies agonistic-transcendent rhetoric in that it sought to revalue "rhetoric." However, as Scott has already noted, his project was ultimately compromised by his not revaluing "epistemic" in conjunction. Scott's article is criticized with respect to…

This paper addresses a variation of the traditional validity question asked of qualitative researchers. Here the question is not "How do we know the qualitative researcher's question is valid?" but rather, "How does the qualitative researcher choose from among a multitude of apparently valid or at least plausible…

A review of the literature on attribution theory suggests that attributional templates may be similar to balanced structures, in that they are cognitive constructs that have an organizing influence on thought processes and exert a similar organizational influence on the memory for social information. Therefore, the three basic attributional…

This report addresses how the influence of cognitive science is developing and what future directions it may take as a theory of instruction. The discussion of the recurrent findings and the prevalent themes emerging in cognitive science includes: limited-capacity learners; the role of prior knowledge in learning--schema theories of reading and…

The literature of antonymy, though disjointed and inconclusive, has found that opposition is important to development, learning, psychological health, and creativity. To investigate the role of dialectics in cognitive processes and human learning, four empirical studies were undertaken. In study one, to investigate the dialectic process in…

This report reviews current literature on feedback and suggests practical implications of feedback research for educators. A definition of feedback is offered, and past definitions in prior research are noted. An analysis of the current state of knowledge of feedback discusses the historical development of feedback theory and suggests that…

Information integration theory (IIT) seeks to develop a unified theory of judgment and behavior. This theory provides a conceptual framework that has been applied to a variety of research areas including personality impression formation and decision making. In these applications information integration theory has helped to resolve methodological…

Meanings given to the term "perception" are discussed in this paper and two categories of perception theories having implications for instructional media research are identified. One category is described as extroverted because it includes theories primarily concerned with characteristics of external stimuli and the influence that the…

This paper reviews major stidues in metacognitive research relating to education and discusses their implications for educators and teacher education. Metacognition generally refers to self-awareness, or self knowledge of one's thought processes. Two types of research are discussed: (1) descriptive or correlational data on the natural development…

This symposium paper looks at three paradigms for naturalistic research on visuals: the positivistic, the interpretive, and the critical approaches. Discussion centers on questions of epistemology, such as "What do you mean?" and "How do you know?" The place of naturalistic inquiry within this discussion is indicated, and…

The critical examination of society's circumstances, institutions, and cultural predispositions and values can help detect problems and injustices and can suggest opportunities for improvement. Neo-Marxist critical theorists of the Frankfurt school are committed to work of this kind, but their perspective is informed by Marxian precepts, and their…

This paper is the introduction to an inquiry into the relationship of post-structural reader theories to cognitive theories in the study of educational media. Basic concepts in reader and cognitive theories are defined, including the notions of "meaning" and "learners." Similarities and differences in the theories are…

The dual conception of literacy as functional knowledge and communication skills has provided the parameters of the debate on computer literacy, which has focussed on what type of knowledge is necessary, and what level, if any, of programming should be taught. These arguments and definitions, however, reflect a particular view of epistemology,…

Traces emergence and development of research in library science; argues that prevailing ideology posits desirability of adoption of a positivist epistemology for research in the field; and proposes drawing of work in critical theory and hermeneutics, to rethink the epistemological foundations of research in library and information science. (38…

Cultural context is not the sole source of human knowledge. Postmodern theory, in both its deconstructionist and affirmative approaches, offers an incomplete basis by which to study race, class, and gender, and undermines ethical interaction. Deconstructionism calls for the abandonment of generalizable research findings, asserting that the concept…