Proposes a new conceptual framework, embedded in a dynamic model, that accounts for children's failure to reason transitively. Examines five different models of transitive reasoning. Develops a model of how children initially represent and then use the ordered information available in the transitive inference model and how these processes change…

In order to evaluate possibilities of fitting myoelectrically controlled prosthetic arms on infants, this study examined whether 32 infants (1-6 months) could learn to control environmental contingencies by means of contracting the forearm flexor muscle group. Results indicated that older subjects (age greater than 104 days) demonstrated learning,…

Explores some speculative hypotheses on states of knowing and learning, and how these states and processes might be applied to artificial intelligence and expert systems development. (JKP)

Two experiments investigated perceptual primacy of dimensional and similarity relations in stimulus classification of mentally retarded children. Results support a distinction between separable and integral stimulus structures, but do not support an integral-to-separable shift in perceptual development. Results suggest implications for…

Discusses difficulties of examining Jean Piaget's work, caused in part by his own revisions and earlier, inadequate interpretation in English translation. Examines common misunderstandings of Piagetian developmental stages and similar misinterpretations of his ideas on education. Focuses on importance of other disciplines, including psychology and…

Examines Piaget's theory of disequilibration as the tension and subsequent growth caused when new information must be assimilated or accommodated to fit one's view of reality. Indicates ways Christian religious educators can use the concept of disequilibration to understand adolescents' emotional and cognitive growth. Suggests implications for…

Discusses the role constructivist learning theory is taking in the change of teaching strategies in the science laboratory. The laboratory moves from a place where knowledge is verified to one where relationships are actively investigated through hands-on, cooperative activities. (MDH)

Results of a systematic investigation into university students' (n=236) misunderstandings of d.c. simple circuit operations are reported. These results provide evidence of various misconceptions present before and after teaching the following topics: a battery as a source of constant current; the functional relation expressed by Ohm's law; power…

An attempt to portray the nature of the learning task in university engineering courses is presented. Introductory courses are described first and are then compared to the upper level courses. Emphasis is put on three introductory courses to determine what skills students bring into the introductory course, what the learning task is, and how…

Offers ideas for asking good questions in the classroom. Recommends that key questions be written down prior to class. Questions should clearly cue students to respond specifically and briefly. Presents examples of types of questions that have been found either to encourage or to inhibit thinking. (JS)

Sylwester says education must begin relying more on biology than social and behavioral science. All brain systems move from a slow, awkward functional level to a fast, efficient level. Contributions of metacognition, self-regulation, emotions, reflective and reflexive responses, comparison, and classification to cognitive development are…

Draws on recent work leading to new conceptions of learning, induction, transfer, and strategy acquisition. Contends learning is no longer simply the acquisition of behaviors, but also includes storing knowledge about relations in the world, and acquiring structural representations and mental models. Sees learning and the growth of processing…

Argues that what matters is not the difference between learning and development, but the dynamic relationships that form the key to understanding. Examined two models of these relationships: (1) a semantic approach, distinguishing five dimensions along which learning and development can be compared; and (2) a mathematical nonlinear growth model…

Observed gesture and speech to investigate patterns of change in third and fourth graders' strategies for solving mathematical equivalence problems before and after an intervention. Children who received instruction were more likely to generate new strategies. Gradual change was more common. Abrupt strategy change was more common in children who…

Discusses the importance of modeling, hints, and other information contexts for providing a link to establishing new problem-solving strategies for toddlers and older children. Discusses the use of the microgenetic approach for yielding valuable information about strategic development despite the lack of availability of verbal reports. Suggests…