Advances in neuro-technology provide new insights into how individual students learn in educational contexts. However, applying it poses challenges for teachers in natural settings. This paper presents an example of the use and applicability of eye-tracking technology in Higher Education. We worked with a sample of 20 students from three…

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…

Tested Neurolinguistic Programming (NLP) assumptions by examining intercorrelations among response times of students (N=64) for extracting visual, auditory, and kinesthetic information from alphabetic images. Large positive intercorrelations were obtained, the only outcome not compatible with NLP. Good visualizers were significantly better in…

Explores the fact versus value dilemma faced by researchers in behavioral science areas and concludes that scientific researchers are influenced by subjective and evaluative thinking in spite of their efforts to eschew value judgements in their work. (DB)

Many students are not skilled "thinkers" or "problem solvers." Extensive research has been conducted to describe the mental processes involved in problem solving in the hope of establishing a theoretical basis for training students to become more adept at reasoning. Certain problems become evident, however, when reviewing literature for designing…

Significant correlations between measures of cognitive structure and performance were found using a procedure distinguishing between episodic and semantic memory as an heuristic with achievement test items. The design increased the likelihood of indications of semantic memory. Higher-order and lower-order cognitive processes are discussed.…

Finke and Kurtzman report that fields of resolution increase with increases in the diameter of both perceived and imagined circular patterns. In contrast, we find no such increase for imagined circular patterns when the experimenter is not aware of the experimental predictions, even though our subjects received imagery training. (Author/RD)

Investigates predictions derived from the Karmiloff Smith framework for understanding the process of cognitive development. Finds broad support for the model but also indicates that behavior for some tasks is more variable than expected; and, contrary to expectations, that more abstract tasks did not disrupt behavior to any large extent. (DSK)

The research reviewed in this paper concerns the visual perceptual processes occurring as people are engaged in the act of reading. The issues that are examined include the control of eye movements, perception during a fixation, and perception across successive fixations. Consideration also is given to problems related to obtaining information…

Until recently, norms of experimental reasoning have lacked systematic theoretical development. Thus, it has been easy for psychologists like Tversky and Kahneman to misclassify certain human reasoning processes as being Pascalian and invalid, rather than as being Baconian and valid. (CP)

Repeats an earlier study by the authors concerning informants' ability to report their communication accurately and confirms results indicating that people do not know those with whom they communicate. Expands the original experimental design and offers recommendations for future research. (MH)

Based on data from four experiments reported here, schema theoretic interpretations of recognition memory measures are inconsistent with an interpretation jointly derived from the theory of signal detection and Mandler's subjective familiarity theory of recognition memory. (Author/BW)

Studied competing process models of counselors' clinical judgment for their capacity to account for variance in prognostic judgments and further tested for parsimony. Patton discusses problems of logic and data analysis in the model's formulation. Provides Stromer's response to the critique. (RC)

Argues that there are no apparent methodological implications of feminist scholarship. Discusses feminist epistemological critiques of social science. Asserts that a feminist perspective can be incorporated into any research methodological tradition. (CFR)

Reviews studies on cross-orthographic Stroop interference tests. Critiques one of the first cross-orthographic Stroop studies to describe how such studies have been used to explore cognitive mechanisms involved in reading. Reviews conceptual and methodological flaws in the research. (PRA)