Judgments of learning (JOLs) play a fundamental role in helping learners regulate their study strategies but are susceptible to various kinds of illusions and biases. These can potentially impair learning efficiency, and hence understanding the mechanisms underlying the formation of JOLs is important. Many studies have suggested that both…

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…

This paper investigates the relationship between blank and non-blank email subject lines on levels of response to a solicitation to participate in an interview, and on participation in a web survey. Email use has grown substantially in recent years, presenting significant opportunity to the empiricist seeking research respondents. However,…

Video-stimulated verbal recall is becoming an increasingly popular method for examining a broad range of research topics across academic disciplines. One of its major appeals is that it makes it possible to capture and investigate the dynamic nature of task performance and has the potential to provide a wealth of information on the cognitive…

In their "The Prevalence of Mind-Body Dualism in Early China," Slingerland and Chudek use a statistical analysis of the early Chinese corpus to argue for Weak Folk Dualism (WFD). We raise three methodological objections to their analysis. First, the change over time that they find is largely driven by genre. Second, the…

Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the…

Various formats of online discussion have proven valuable for enhancing learning and collaboration in distance and blended learning contexts. However, despite their capacity to reveal essential processes in collaborative inquiry, current mainstream analytical frameworks, such as the cognitive presence framework (Garrison, Anderson, & Archer,…

Jensen has reported reaction-time (RT) studies indicating that various parameters correlate significantly with IQ. Two parameters of interest are slope of RT across set size and increasing correlations of RT with IQ as set size increases. After reviewing these studies, the author concludes that Jensen's claims are unwarranted. (Author/BW)

Presents two reasons for abandoning the false belief task as a methodology for theory of mind: (1) passing the false belief task requires ability other than theory of mind; and (2) theory of mind need not entail the ability to reason about false beliefs. Concludes with an alternative conception of the role of the false belief task. (Author)

THIS STUDY WAS CONCERNED WITH THE NATURE AND RELATIONSHIPS AMONG THE COGNITIVE FACTORS, ANALYSIS AND SYNTHESIS, AND THEIR PERSONALITY AND ACADEMIC CORRELATES. ENTERING FRESHMEN AT THE UNIVERSITY OF MICHIGAN WERE TESTED WITH A BATTERY OF NINE TESTS TO OBTAIN THE DATA REQUIRED FOR ANALYSIS. SUSPECTED CONTAMINATION OF THE TEST RESULTS DUE TO…

Proposes an interference explanation of data from dual-task studies of memory development. Dual-task data support the resources hypothesis that memory processes tax a common pool of cognitive energy, which has been variously called attentional, mental effort, and working-memory capacities. Suggests that dual-task deficits are instances of output…

Replies to Gholson's commentary (PS 522 655) on the article by Coldren and Colombo in this monograph. Discusses limitations in the shift procedure methodology traditionally used in research on discrimination learning, and considers the use in future research of methodologies that can precisely decompose children's responses to feedback during…

The outcomes of collaboration provide an incomplete and potentially misleading picture of cognitive change, one that is clarified by examining the collaborative processes themselves. Results from a study illustrate the dangers of focusing solely on the consequences of collaboration and emphasize why the analysis of collaborative processes is…

Linda Flower and John Hayes respond to Marilyn Cooper and Michael Holzman's "Talking About Protocols," pointing out errors in their understanding of protocol analysis and a study in which the data appear to contradict what Cooper and Holzman assume the researchers should see. Includes reply by Cooper and Holzman. (HTH)