Argues that while psychologies can be integrated, their undergirding epistemologies cannot be. What is often called "cognitive behavior therapy" amounts to the assimilation of cognitivist notions to a behaviorist framework. (Author/BP)

Summarizes and justifies a variety of research activities aimed toward expanding programs of art education. (RK)

Develops a working model of the communication process which corresponds to the ego states of transactional analysis and attempts to discern effects of personality systems on the encoding and decoding process of individuals. (MH)

Presents a taxonomy of writing instruction, a model or paradigm of the writing process, an application of this model to the teaching of writing, and an explanation of the empirical basis of the model. (Author/GW)

This study examines two views of lexical storage and word production, a derivational hypothesis and an independent unit hypothesis. Reaction times and errors were related to derivational complexity. A model of lexical retrieval process incorporating derivational processes is proposed. (Author/SW)

This study tested the Flavell and Wohlwill model of stage formation on two formal operations (implication and disjunction) using negation as a performance factor. Subjects were 81 tenth- and eleventh-grade boys. (Author/JMB)

The article describes the framework of two training workshops intended to help elementary classroom teachers make better use of open-ended questions and activities which foster high-level generalizations. Tables provide a summary of thinking models utilized in gifted education and sample teaching units. Eighteen generalizations for the social…

The concept of intelligence in current models of learning disabilities (medically based, perceptual processing, ability-achievement discrepancy, and alternative viewpoints) is addressed in general terms. Ability-achievement discrepancy models place the most emphasis on intelligence, but focus on intelligence test scores rather than on any…

The article discusses a framework of reading disability based on comprehensive theories of cognition and reading. Reading problems are considered in terms of the Information Integration theory of cognition. Goals for developing remedial instruction based on the theory are also discussed. (Author/DB)

Explores the development of children's ability to plan their drawings. Presents a conceptual framework and a process-structural model of the planning of drawings in childhood. Two experiments support the model's prediction of different patterns of results as a function of the working memory capacity of the subjects. (SKC)

The stock-in-trade of trainers are the models, frameworks, and structures used for teaching, coaching, and counseling. The authors argue that the better the conceptual models that managers and trainers use for managing their thinking, the better performance they will achieve. (JOW)

Presents new analysis of Planning-Arousal-Simultaneous-Successive (PASS) model of information integration and provides new results to support operationalization of model. Results of factor analysis of data from PASS test battery responses of 434 students in grades 2, 6, and 10 support utility of assessing planning, simultaneous, and successive…

Describes a microcomputer-based expert system, MAPPER, which is being developed to help catalog maps by employing the cognitive processes used by catalogers in applying Anglo American Cataloging Rules, 2nd edition (AACR2). The design process is reviewed, including the choice of a model expert system, MYCIN, and a software package, EXSYS.…

Presents a communication process model that distinguishes between active and passsive communication. Discusses the various stages in communication, including pretransmission, transmission, and posttransmission. (CH)

Ratcliff (1985) simulated data from three letter-matching experiments with his diffusion model. The necessity of including a comparison criterion is consistent with the conclusion of Proctor, Rao, and Hurst (1984) that bias of response criteria, alone, is insufficient to generate the fast-same phenomenon. (Author/LMO)