Comments on the article by R. J. Hackman and R. Wageman (see record 2006-23492-007) which offered several research questions that should be productive for furthering leadership research. This comment summarizes some recent progress on one of those questions, "Not what are the traits of leaders, but how do leaders' personal attributes interact with…

Discusses computerized testing and certification and proposes three levels of certification testing, each one corresponding to a different notion of competent performance, from basic knowledge to expert performance. Declarative and procedural knowledge are defined; performance-based tests are discussed; and testing for problem-solving ability is…

Focusing on the precise grounds on which a person can be said to have solved a problem, six conditions are articulated which govern the application of the concept and its relationship to trying and intention. The "solving" concept is found in synonymous phrases such as "figuring out" and "finding the solution." (Author/CM)

Presents a review of literature on programing in Logo, including prerequisites of programing, cognitive effects of programing, stages of programing, and levels of programing expertise. An analysis of the literature establishes the need for operationalizing problem solving with Logo, and a research strategy to meet this need is suggested. (32…

Argues that students should continuously question the purpose of their daily classroom activities and assignments. Explains that when students are required to consider purpose, they begin to develop important intellectual skills, and to bring relevance to their critical thinking and daily life. (NB)

This paper discusses two related areas in which recent advancements in cognitive science and educational technology may affect instructional design theory. These are: (1) the analysis of information-to-be-learned; and (2) the linkage of learning theory to instructional prescriptions. The first area proposes extensions to current methods of…

Presents a set of writing assignments and class activities for helping students to define their own writing problems, set their own goals, and evaluate their own progress. (RL)

An attempt is made to establish a link between ordinary arithmetical situations and relevant mathematical concepts by the analyzing of complexity of concepts. (MP)

Contradictory research findings on teachers and teaching are frequently the result of overlooking or neglecting a systematic approach to teaching, using principles of human learning to enhance pupils' learning and their enjoyment of learning. In discussing teacher preparation, it is pointed out that task analysis is a crucial operation, in which…

Discusses essential features of interfaces to support end-user information seeking. Highlights include cognitive engineering; task models and task analysis; the problem-solving nature of information seeking; examples of systems for end-users, including online public access catalogs (OPACs), hypertext, and help systems; and suggested research…

A study examined and tested the knowledge sources individuals tap in the planning process and the process of plan modification. It is expected that contrary to plan-based theories, individuals will fail to remediate flaws in their plans if given the chance to develop a plan to pursue the same goal. It is also expected that differences exist…

Scientific advancements in cognitive science and instructional technology extend the behaviorally-oriented learning paradigm of instructional design and management in three major areas: (1) analysis of information-to-be-learned; (2) means of evaluating learners; and (3) linkage of learning theory to instructional prescriptions. The two basic types…

Provides a critical review of recent research in metacognition and presents recommendations for assessing and improving metacognitive skills in trainees. Topics discussed include self-regulatory skills; training methods for problem solving; attention allocation; transfer of training; and cognitive-based techniques for task analysis and…

The current and future state of intelligence testing of educable retarded children are discussed in terms of prediction, diagnosis, and remediation. Individual testing formats, task analysis, transfer of training, social nature of testing, degree of contextual support, and Neisser's distinction between academic intelligence and everyday thinking…

Proposes the use of procedural task analysis as a tool to assess a person's mental processes during problem solving in science education research. Uses transcriptions of videotape or audiotape problem-solving sessions to identify students' knowledge structures and misconceptions. (MDH)