Connectionist (parallel distributed processing) modeling provides a new way to approach the neurological study of language. This method focuses on the interplay between a computational model and the appropriate neurological, neuropsychological, and speech and language data, couched in connectionist mechanisms that map naturally to what is known of…

Capacity limitations in absolute judgment tasks are discussed in relation to information theory. Information theory can provide a quantitative way of resolving questions about limitations on the amount of information we can receive and the process of recoding. (SLD)

Proposes a cognitive-based model for instructional design that addresses the acquisition and employment of knowledge, the interaction of content knowledge and cognitive strategies for higher order thinking skills, and the affective domain. Educational learning theory is discussed, including working memory, long-term memory, and cognitive skills.…

The claim that knowledge alone accounts for variance of memory and development (MAD) is critiqued. Topics include the movement toward a knowledge-based view of MAD and problems with this approach; data suggesting that domain-independent strategies influence MAD; and evidence for a domain-independent tool of developmental import. (SLD)

Analyzes the philosophical assumptions underlying instructional systems technology (IST). Cognitive and behavioral learning theories are discussed, their effects on IST are considered, the philosophical paradigms of objectivism and constructivism are compared, applications of constructivism are described, and implications of constructivism for IST…

Examined relationships among experimental tasks to measure planning, attention, simultaneous, and successive (PASS) cognitive processing following from Luria's theoretical model. Compared PASS model with null, memory-reasoning, verbal-nonverbal, and verbal-spatial-speed models. Results from students in grades K-2 (n=75) and 5-12 (n=132) indicated…

Discusses strategic planning and describes three levels of strategic planning and thinking that can occur within an organization. Differences between reactive and proactive planning are explained, and a strategic planning model is presented that includes data collecting, planning, and implementation and evaluation. (10 references) (LRW)

A model is presented that describes four types of emotion-activating systems, three of which involve noncognitive information processing. The four systems are neural, sensorimotor, motivational, and cognitive. They may be seen as a loosely organized hierarchical arrangement, operating under a number of constraints. (SLD)

Because models with dual-route architecture can explain six identified basic facts about reading, the authors suggest that this remains the workable architecture for any tenable model of reading and learning to read. The dual-route cascaded model, a computational version of the dual-route model, is described. (SLD)

Considers assumptions underlying current cognitive science research on concepts: (1) novel information is first processed via similarity judgments and later by explanatory components; (2) children initially have a similarity-based component for learning concepts--the explanatory component develops on its foundation. Argues that these assumptions…

Finds that although composite ANOVA models explain less that 1% of total variance, implying very small and subtle effects, analysis provides strong evidence that anomalies are statistically robust. (Author/CCM)

Unsupported assumptions that dyslexics differ from other poor readers by having higher intelligence are challenged by a developmental model proposing that reading difficulty results from early language delays and environmental factors. A mixed transactional model that incorporates early language problems and IQ may be more appropriate. (SK)

Argues that the conceptual and methodological foundations of both developmental and difference approaches to mental retardation are deficient. Analysis of the relationship between cognitive functioning and cognitive level within chronological age cohorts allows for more sensitive tests and suggests the need for a paradigm shift based on regression…

Reports the results of a study of 45 Ph.D. history students who were asked questions about cognitive activity related to information events based on a grounded theory approach. Topics include knowledge acquisition; information process; a situation model theory of reading comprehension; elaborative inferencing; and domain experts versus domain…

Examines the claim that it is necessary to change an organization's culture in order to bring about organizational change. Considers the purported causal relationship between the role of the leader and organizational learning and develops the notion of culture as cognitive process based on research in cultural anthropology and cognitive science.…