Discusses hypertext reading environments, focusing on a study of university students that examined the nature of a reader's representation of hypertext content in the presence or absence of a specified learning objective. Discusses concept maps and suggests implications for instructional design. (Author/LRW)

Discusses telecommunications-supported cooperative learning environments for distance education. Topics addressed include computer-mediated communication; computer-supported cooperative work; distributed learning environments; frameworks for supporting telecooperation, including cognitive processes, social processes, and managerial processes; and…

Considers the ways that conceptual mapping as a classroom technique can help students reflect critically on complex conceptual relationships. Shows how teachers can use conceptual mapping in the classroom. (HB)

Asks whether theories of knowledge representation provide a basis for the development of theories of knowledge structuring in instruction. Discusses codes of knowledge, surface versus deep structures, semantic networks, and multiple memory systems. Reviews research on teaching, external representation of cognitive structures, hierarchical…

Responds to an article that argues that in the study of bilingualism, conceptual representations should be treated as related but not equivalent to word meanings, as knowledge-based, dynamic and language- and culture-specific. (Author/VWL)

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

Since the publication of Fodor's (1983) The Modularity of Mind, there have been quite a few discussions of cognitive modularity among cognitive scientists. Generally, in those discussions, modularity means a property of specialized cognitive processes or a domain-specific body of information. In actuality, scholars understand modularity in many…

Uses concept-map content analysis and interviews to gain insights into the knowledge organization and knowledge processing of preservice teachers (N=48). Concludes that active cognitive processing of knowledge is related to complex cognitive structures. Contains 29 references. (DDR)

Interviews 9th and 10th grade students (n=13) who studied an ecology unit and analyzed tape-recorded data for changes in organization of knowledge, represented by ideational networks and the development of higher cognitive operations. Provides insights into how students developed knowledge schemata, ideational networks, and the capacity to express…

This paper presents a generally applicable method for characterizing subjects' hypothesis-testing behaviour based on a synthesis that extends on previous work. Beginning with a transcript of subjects' speech and videotape of their actions, a Reasoning Map is created that depicts the flow of their hypotheses, tests, predictions, results, and…

This chapter highlights the central role of experience in learning and consciousness; it also outlines experience-based instructional processes that adult educators can use. (Contains 1 figure.)

Five principles emerging from cognitive science research are as follows: (1) help students organize their knowledge with concept mapping; (2) build on what students already know; (3) facilitate information processing; (4) facilitate deep thinking; and (5) make thinking processes explicit. (SK)

Presents a conceptual foundation for using concept mapping as a cognitive learning strategy and as a method for assessing structural knowledge; reviews the growing body of research related to both applications. Describes some of the conceptual and empirical limitations of concept mapping. (Author/AEF)

Discusses two theories of cognitive development, Ausubel's theory of verbal learning and Piaget's development theory. Illustrates that both concept mapping and the learning cycle are rooted in these two theories. (DDR)

Focuses on students' ability to explain their ideas in writing who were able to demonstrate a high level of scientific concept understanding during discussion. Indicates that scaffolding the writing process both at the sentence level and the text level facilitates an improvement in the expression of scientific knowledge. (Contains 14 references.)…