Investigates the types and depths of cognitive complexity that 11th-grade readers of high, average, and low reading ability exhibited when given either text-based comprehension questions or reader-based journal response writing assignments. Finds significant differences between the groups in type and depth of cognitive complexity, engagement with…

Data collected for this study (n=88) of fourth- and fifth-grade students targeted the status of relationships among sociocognitive factors (confidence in writing, metacognition, academic motivation, and self-efficacy) with selected group dynamic features of task structure preference and audience awareness. Study and discussion of results are…

Examines two theoretical approaches on how we understand our own and others' minds: a causal explanatory and an interpretive social approach. Explores the relations between these views and suggests that the real challenge of the cognitive revolution is to unite the two approaches, to achieve a causal naturalistic account of the acquisition and…

Suggests that a better understanding of the development of children's theories of mind, requires theoretical perspectives that do not privilege the child who conceptualizes or actively participates in social interactions. Proposes that a better understanding of the relationships among brain, psyche, behavior, and culture should be promoted. (AA)

Examines Astington and Olson's proposal under the context of von Wright's and Hempel's theories of explanation and understanding. Suggests that for taking children's meaning making seriously, researchers should find a principled way to acknowledge the role of interpretation in scientific thinking even in the making of explanation itself. (AA)

Examines the relationship between causal-explanatory and interpretive-hermeneutic approaches to how we understand our own and others' minds. Suggests that the two approaches discussed by Astington and Olson are mutually enlightening but, contrary to the proposed position, are irreducible to each other. (AA)

Points out agreement that the concepts a child acquires are variants of those exemplified by the cultures in which they grow up. Suggests, however, that learners interpret these cultural practices in terms of models causally determined by their cognitive or representational capacities and by the stock of concepts currently available. (AA)

The Model of Domain Learning (MDL) is described as a means of studying academic development or the systematic changes that occur in learners as a consequence of formal education. The differences between the MDL and traditional theory and research in expertise are overviewed, along with the components and stages of the model. Implications of the…

There is a significant mismatch of student preparation for college-level reading tasks and literacy demands placed on our liberal arts college students today. Widely accepted schema theory suggests that teaching metacognition, or consciously thinking about how one thinks, is helpful. Once thinking processes are made transparent to the learner, he…

The factors that influence the performance of undergraduate students in introductory biology courses were studied, considering cognitive, metacognitive, and behavioral factors. From 612 participants volunteering, 52 consistent high performers and 57 consistent low performers were selected. Information was collected on their study habits,…

This study examined ways in which two independent variables, peer collaboration and the use of a specific tool (the TAPS interface), work together and individually to shape students' problem-solving processes. More specifically, the researchers were interested in determining how collaboration and TAPS use cause metacognitive processes to differ…

This document examines children's and adults' knowledge of observational astronomy and characterizes the kinds of mental models students form when asked questions in astronomy. Mental models were grouped into three categories: intuitive, synthetic, and scientific. Implications for the design of curricula and for instruction are identified. In…

An experiment employed cognitive based teaching and learning procedures in an undergraduate educational psychology course. The procedures were strongly influenced by David Ausubel's theory on learning and related skills. Ausubel defines effective learning as a process by which humans understand the structure of knowledge and consciously make…

Noting that children evaluate their reading comprehension more effectively when they are informed about the standards of evaluation they should use, a study examined whether training in the use of certain standards would show generalization from one level of processing to the other, and also maintenance of standard use. The study also examined…

Three aspects of bilingual code-switching are examined: (1) code-switching as an integral part of bilingual behavior, especially in early stages of language acquisition; (2) social factors influencing the child's ability to differentiate languages and make an appropriate language choice; and (3) hierarchical organization of these social factors,…