Presents a concept map that is a graphic referential tool, useful not only in the ordering of the reference material of a given domain, but also as a tool where the merging of verbal and graphic representation can have an advantage over the conventional linear structure of texts. (Author/VWL)

Robert Sternberg's model of giftedness brings together interesting and very important elements of giftedness by synthesizing wisdom, intelligence, and creativity in novel ways. While his model is based on extensive research and utilizes a variety of sources and expertise, the epistemological consistency of Sternberg's model is, in the author's…

The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, "The Structure of Scientific Revolutions". Kuhn's work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching…

Examines the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Hypothesizes that there would be a relationship between understanding and acceptance. Involves (n=93) undergraduate, non-major biology students in the study. Reports no relationship between students,…

Uses Karl Popper's theory that knowledge is produced through continual trial conjectures and error elimination to argue that students are fallible creators of knowledge and that the primary role of the teacher is as a critic. (EV)

Discusses consensus ontology and contrasts it with alternatives. Responds to four previous articles in this issue (by D. Tukey, J. Hikins, R. Scott, and D. Zarefsky) by discussing the nature of rhetoric, the possibility of nonsocial influence, and the possibility of ethical judgment. (KEH)

Discusses thinking about thinking and the generation of ideas. Makes the case that people are naturally creative and that consciously applying some key elements of creative thinking to their jobs every day can elevate their interpretive tools to a new level. (MM)

Concept properties are an integral part of theories of conceptual representation and processing. To date, little is known about conceptual properties of abstract concepts, such as idea. This experiment systematically compared the content of 18 abstract and 18 concrete concepts, using a feature generation task. Thirty-one participants listed…

Students often enter introductory courses lacking a consistent conceptual framework about natural sciences, and after traditional instruction, many experience little change in conceptual understanding. This article analyzes the nature and origin of misconceptions and discusses how they are formed and where they come from. It explains why it is so…

Humanistic thought has been oppressed by the dominant forces of contemporary mental health culture. The author argues that the rebellious essence of humanism must be incited to counter these reductive ideologies that have monopolized our times. A critical appraisal of the philosophical dualisms that support the prevailing mechanistic vision of…

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…

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…

Addresses the mind/brain relationship in terms of scientific theory based on philosophical inquiry. Examines each of the proposed theories about mind/brain relationship--such as identity, dualism, interactionism, materialism, physicalism, and mentalism--not only in terms of logic, but also in terms of the database to which the theories refer. (PS)

Examines the process whereby present-day meanings enter into judgments about the history of educational change. Argues that presentism is an unavoidable and perhaps a necessary condition for the study and teaching of history. Considers the foundations of presentism, the presentist implications of concept development, and educational implications.…

Considers the possibility of simplifying academic knowledge, and of taking its aesthetic dimension seriously, and the implications this may have for education. Suggests principles for simplifying knowledge and provides examples from mathematics and statistics to illustrate how ideas and methods can be simplified to assist with the problems of the…