Education entails conflicting perspectives about its subject matter. In the late 1980s, the conflict developed into a war between interpretive and causal paradigms. Did the confrontation result in a balance between these warring sides? We use text analysis to identify research trends in 137,024 dissertation abstracts from 1980 to 2010 and relate…

Video-stimulated verbal recall is becoming an increasingly popular method for examining a broad range of research topics across academic disciplines. One of its major appeals is that it makes it possible to capture and investigate the dynamic nature of task performance and has the potential to provide a wealth of information on the cognitive…

THIS STUDY WAS CONCERNED WITH THE NATURE AND RELATIONSHIPS AMONG THE COGNITIVE FACTORS, ANALYSIS AND SYNTHESIS, AND THEIR PERSONALITY AND ACADEMIC CORRELATES. ENTERING FRESHMEN AT THE UNIVERSITY OF MICHIGAN WERE TESTED WITH A BATTERY OF NINE TESTS TO OBTAIN THE DATA REQUIRED FOR ANALYSIS. SUSPECTED CONTAMINATION OF THE TEST RESULTS DUE TO…

In view of the fact that present studies of teacher effectiveness are incongruent and ineffective, a new approach--cognitive information processing--is evolving. The author contends that this new approach will lead to changes in topics of research, methods of research, and nature of the results. (JKS)

Presents a progress report on some methodological advances made on certain facets of the problem of the learning of a structure of a subject matter. (PEB)

Discusses several definitions of protocols, methods of protocol collection and analysis, applications in current research, and the limitations of collecting protocols as a research method. (HOD)

Outlines the proceedings of the Cognitive-Development Research Seminar at the University of Leeds in September, 1979. Indicates that the area of greatest interest was the differences between student conceptions and scientific norms times alternative frameworks. Outlines other studies that were presented and offers opinions on the contributions of…

Examines issues associated with the design of and statistical inferences from embedded experiments which vary the questionnaire content into sample surveys of broad populations. Provides an example of context effects in attitude surveys, a summary, and conclusions. (RT)

One strategy to prevent confusion as new paradigms emerge is to have professionals in the area develop and use a standard model of the phenomenon in question. The development and use of standard models in physics, genetics, archaeology, and cosmology have been very productive. The cognitive revolution in psychology and education has produced a…

Argues for a new approach to empirical work which focuses on classroom thoughtfulness. Proposes a conception of higher-order thinking that synthesizes theoretical literature with the views of practitioners. Offers a conceptual basis for empirical study of classrooms, teachers, students, and institutional leaders. (GG)

Past research which used Piaget's model of cognitive development has suggested that historical understanding is a developmental construct. The present study, designed to test the theoretical adequacy of previous studies, shows that a new variable, information processing, could predict the level of historical understanding. (Author/CS)

Reviews "On Claims That Answer the Wrong Questions" (James Greeno, 1997) that argues differences between situative and cognitive views of learning are more conceptual than empirical and suggests a need for something greater than empirical evidence to assess the relative worth between these competing perspectives. Additionally reviewed is…

Argues the differences between situative and cognitive views of learning, as proposed by J. R. Anderson et al. (1996), are more conceptual than empirical. It clarifies these differences by inferring questions to which the Anderson discussion provided answers, identifies presuppositions of those questions, and states the different presuppositions…

Argues that the cognitive methodology has delivered real educational applications in a way that the situative methodology has not, and fundamentally can not, and suggests these two approaches should be judged by their abilities to improve education. It addresses each of J. G. Greeno's (1997) criticisms of the situative perspective and argues…

This document presents a first approximation for a model for student performance in solving linear equations. First, characteristics of a model of student performance for solving linear equations is discussed. It is noted that there is a need for some theoretical structure to support and organize the bits and pieces of information provided by…