Explores the influences of text structure on students' conceptual change. Case studies were conducted and results showed that individuals used refutational text to change their alternative conceptions and acquire new concepts. Findings indicate that refutational text does cause cognitive conflict. While refutational text is effective for groups,…

Introduces three papers that discuss the design methodology for developing learning systems for cognitive skills acquisition. Provides specific examples of processes that underlie the acquisition of cognitive skills. Confirms that through the embrace of lifelong learning, cognitive skills-based learning environments are finding a more prominent…

A study compared the implicit learning of 58 children (ages 7-14) with mental retardation and 53 controls (ages 3-8). Individuals with mental retardation modified their behavior after an implicit training procedure similar to the controls. The effect of implicit learning did not vary as a function of IQ or age. (Contains references.) (Author/CR)

Examined is the relationship between junior high school students' directional reasoning about rates and numerical reasoning on proportion-related word problems. The relationship between the ability to solve context-free fraction exercises and the ability to solve mathematically similar word problems is discussed. (KR)

Described are the general problem-solving strategies and their nature and functions. The importance of integrating different types of general problem-solving strategies with content-specific teaching in mathematics classes is discussed. (KR)

This paper defines the concept of structured processing as an activity that encourages students to reflect, describe, analyze, and communicate that which was recently experienced. The paper explores structured processing, outlines a cognitive processing hierarchy, and suggests methods for designing and leading processing activities for…

Think cards, consisting of students' written verbalizations of reading comprehension strategies presented by the teacher, make students aware of the need for using strategies during the reading process and aid them in keeping track of alternative strategies. The paper illustrates incorporation of think cards into a reading lesson involving the…

Discusses how empathy is promoted in the United Kingdom's National Curriculum. Notes that the concept is ambiguous, especially as it is used in the subject of history. Describes how this concept impedes planning, teaching, and assessment. Suggests that understanding how children reason is more productive that making assumptions about how they…

Describes the fragmentary recall of aural and visual messages and discusses the implications for instructional design. Topics discussed include cognitive processes; the characteristics and selection of various media and the relationship to fragment processing skills; classroom activities based on fragmentary recall; and direction for further…

Describes a lesson based on Taba's Inductive Thinking Model that offers a set of strategies to enhance the teaching of higher order thinking skills with the use of databases. Analyzing, synthesizing, and evaluating information are discussed, and strategies for guiding class discussion are presented. (eight references) (LRW)

Examines the articulation of theoretical issues in learning that is taking place through studies of instruction that are grounded in descriptions of competence. Discusses programs for the acquisition of proceduralized knowledge, the development of self-regulatory strategies, and the structuring of knowledge for problem solving. (JS)

Presents a model for literary response that discriminates the spheres of authority of both teacher and student. Identifies five aspects of response: learning skills, literary competence, cognitive processes, emotional processes, and self-concept involvement. Suggests that the influence of the teacher should extend only to the first three. (KEH)

Literature since 1975 concerning the interaction of domain-specific and strategic knowledge on academic performance was reviewed. Focus was on critically analyzing the literature; presenting hypotheses about the interaction; and offering recommendations for future research leading, perhaps, to an information-processing model that captures the…

Research of expert-novice differences is reviewed seeking to show experts possess a large body of domain specific knowledge. It was postulated that experts possess schemas enabling them to classify problems, call up the appropriate automated rules, then apply these to obtain the solution. (DC)

Learning-disabled ninth-graders (n=58) completed a modified Piagetian isolation-of-variables task, and were compared to normally achieving ninth-graders and fourth-graders. Through cluster analysis, four different patterns of task approach were identified, representing normal performance, general conceptual disorder, specific developmental delay,…