This paper offers an extension of Graham Wallas' model of the creative process. It identifies periods of problem solving, incubation, and growth with specific points of initial idea inception, creative frustration, and illumination. Responses to creative frustration are described including denial, rationalization, acceptance of stagnation, and new…

Action learning often challenges existing rules, experiments with truth, questions the efficacy of mediating institutions, and leads to significant personal and social change. Examples are found in the behavior of different people with widely varying backgrounds and motivations who embarked on paths of action learning that led them to change. (JOW)

Proposes a reconceptualization of problems and processes of developmental group supervision as occurring in three different but interesting domains. Asserts that a more thorough understanding of developmental assumptions upon which supervision models are built will help to identify deficiencies in existing models and to facilitate development of…

Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Describes a basic development model for an intelligent tutoring system that includes the interface, the expert and learner models, and the pedagogical model. Possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI) are illustrated, and two examples of CBI designed from this perspective are…

Examines five cognitive models for second-language acquisition (SLA) and assesses how each might account for the Pidginized interlanguage found in the early stages of second-language acquisition. (23 references) (JL)

Discusses the cultural, ontological, and epistemological principles on which knowledge is organized in Japanese culture. Topics discussed include public knowledge and corporate knowledge; cognition, including field dependent knowledge and group dependent knowledge; communication and image oriented knowledge; memory; and patterns of…

Discusses a cognitive approach to instructional design (ID) and how practitioners can design training differently using this approach; explains how the behavioral approach is different from the cognitive approach; describes how learning occurs and various categories of knowledge; and presents a model for a well-designed lesson based on cognitive…

Proposes a probability heuristic model for syllogistic reasoning and confirms the rationality of this heuristic by an analysis of the probabilistic validity of syllogistic reasoning that treats logical inference as a limiting case of probabilistic inference. Meta-analysis and two experiments involving 40 adult participants and using generalized…

Explores faulty models that students have for physiological processes. Undergraduate students (N=393) in three different research universities predicted the changes in heart rate, strength of cardiac contraction, breathing frequency, and depth of breathing under conditions that result in increased cardiac output. Contains 23 references. (DDR)

This article first outlines a tentative neurocognitive model of oral language and reading. It then reviews recent functional magnetic resonance imaging studies of the development of oral language and reading and brain-imaging research on dyslexia in light of the proposed neurocognitive model. Finally, research on the plasticity of neural systems…

Three developmental connectionist models simulate a purported shift from "featural" to "correlational" processing in infant categorization (models: Gureckis & Love, 2004/this issue; Shultz & Cohen, 2004/this issue; Westermann & Mareschal, 2004/this issue; empirical data: Cohen & Arthur, 2003; Younger, 1985; Younger & Cohen, 1986). In this article,…

In five experiments, 14- to 15-month-old infants' categorization of objects on the basis of more or less obvious features was investigated. Using an object examining paradigm, a total of 200 infants were familiarized with novel objects that shared either more obvious features (i.e., easily visible) or less obvious features (i.e., accessible by…

Both the speed and accuracy of responding are important measures of performance. A well-known interpretive difficulty is that participants may differ in their strategy, trading speed for accuracy, with no change in underlying competence. Another difficulty arises when participants respond slowly and inaccurately (rather than quickly but…

Although developmental psychologists are generally happy to endorse dissociations and gradualist views of development like Woolley's (2006), the design and interpretation of developmental research often suggests an implicit commitment to a cleaner, less dissociative, sudden-transition view of development. Such an implicit commitment may derive…