Delineates the continuing controversy between development and learning, and notes the evidence accumulating for some type of continuum in the processes. Introduces 10 research papers on reconceptualizing the intersection of the two processes and states the arguments for debate and presentation. (ET)

Criticizes monologic conceptions of reflection and suggests that individual cognitive models can perpetuate poor pedagogy. Argues that teachers initially frame events to reflect upon, and that through language and dialogue teachers can better understand their reflections, practice, and themselves. Discusses three arguments that challenge…

This document reviews theories of cognitive style and methods of cognitive style assessment as they relate to the context of South Africa, where sociopolitical changes call for reassessment of theoretical assumptions in education and training. The report consists of six chapters. After a brief introductory chapter, the second chapter gives an…

This paper describes the Structure-Mapping Engine (SME), a cognitive simulation program for studying human analogical processing. SME is based on Gentner's Structure-Mapping theory of analogy, and provides a "tool kit" for constructing matching algorithms consistent with this theory. This flexibility enhances cognitive simulation studies by…

This examination of instructional development from a futurist's perspective focuses on three questions: (1) What are the probable future developments in educational technology that will affect instructional development?; (2) What are the probable future developments in learning and cognition that will affect instructional development?; and (3)…

Although the ideas of Jean Piaget still dominate the field of science education, the range and severity of criticisms has increased progressively. In recent years, the emergence of a different theory of cognitive development has begun. This paper tentatively outlines a Lakatosian Research Programme for the alternative conceptions field. The…

While stimulus-response theories of learning maintain the reality and importance of the stimulus outside the perception of the person, a cognitive-field learning theory insists that, in order to make meaning, a person must perceive and react with the stimulus. Holding to this or any learning model has implications for the following: a definition…

Reports on a study that used high school students to test the assumptions of the multiple hypothesis theory posited by Lawson to explain the essence of scientific reasoning. Contains 19 references. (DDR)

Outlines a model of mathematical understanding as a whole, dynamic, nonlinear, recursive growing process, entailing "folding back" for the reconstruction of inner level knowing. Presents examples from seventh graders' work. Discusses teacher awareness of student level of understanding, and implications for development of mathematics…

Reviews the major contributions of Alfred Binet. Explains why the fame of the Binet-Simon Intelligence Scale was so long lasting whereas that of his other contributions was so fleeting. Discusses implications of his contributions for current efforts to formulate unified theories of cognition and cognitive development. (Author/GLR)

The concept of metacognition is discussed, with a review of attempts at definition. A. Brown's (1987) four historical roots of metacognition--verbal reports as data, executive control, self-regulation, and other-regulation--are summarized. Influence from the developmental theory of L. S. Vygotsky (1978) may result in a clearer conceptualization of…

Cognitive load theory was explored in 3 conditions among 96 third graders in nonisomorphic analogical transfer (problems do not have identical structures, constraints, and problem spaces). Conditions under which children best adjust the base to the target are discussed, and implications for transfer are reviewed. (SLD)

Addresses the relationship between re-integrated, value-centered instructional goals and actual classroom practice in introductory science. Represents the philosophical framework for further discussions on curriculum design and educational objectives. Contains 31 references. (DDR)

Sees learning as a component of development. Explains how cognitive growth can result from dialectical interactions among modes of learning and attentional mental capacity, and that these modes and components of attention relate to contextual function areas which, being neuropsychological units, can be clarified as to function by connectionist…

This article examines the ideological dimensions of educational psychology and psychometrics as they relate to the validation of the "intelligence" of the privileged and the "deficiency" of the marginalized. In this critique a critical psychology emerges that takes seriously the lifeworld experiences of culturally and…