Data collected for this study (n=88) of fourth- and fifth-grade students targeted the status of relationships among sociocognitive factors (confidence in writing, metacognition, academic motivation, and self-efficacy) with selected group dynamic features of task structure preference and audience awareness. Study and discussion of results are…

A study divided 40 children (age 7) into groups consisting of white normal language and language impaired and African American normal language and language impaired. African American English speakers with normal language scored significantly lower on the Test of Language Development-2P compared to white normal-language subjects, but did not differ…

Examines the effects and implications of embedding the element of competition in computer-assisted cooperative learning situations on student cognitive, affective, and social outcomes. Results of statistical analyses of Taiwanese fifth graders show that cooperation without inter-group competition engendered better attitudes and promoted more…

The Classroom Communication Ease Scale was administered to 50 deaf college students. Fit of data to the measurement model resulted in a set of 42 items that empirically define the concept of "communication ease" in its cognitive aspects and a set of 21 items that elaborate the concept further in terms of its affective aspects. (Author/DB)

The problem-solving performance of high-achieving (HA) and low-achieving (LA) 11th-grade students was compared during solution of geometry problems using a think-aloud procedure. Detailed analysis of problem-solving protocols indicated that HA students not only accessed a greater body of geometrical knowledge but also used that knowledge more…

Examines two theoretical approaches on how we understand our own and others' minds: a causal explanatory and an interpretive social approach. Explores the relations between these views and suggests that the real challenge of the cognitive revolution is to unite the two approaches, to achieve a causal naturalistic account of the acquisition and…

Suggests that a better understanding of the development of children's theories of mind, requires theoretical perspectives that do not privilege the child who conceptualizes or actively participates in social interactions. Proposes that a better understanding of the relationships among brain, psyche, behavior, and culture should be promoted. (AA)

Examines Astington and Olson's proposal under the context of von Wright's and Hempel's theories of explanation and understanding. Suggests that for taking children's meaning making seriously, researchers should find a principled way to acknowledge the role of interpretation in scientific thinking even in the making of explanation itself. (AA)

Examines the relationship between causal-explanatory and interpretive-hermeneutic approaches to how we understand our own and others' minds. Suggests that the two approaches discussed by Astington and Olson are mutually enlightening but, contrary to the proposed position, are irreducible to each other. (AA)

Points out agreement that the concepts a child acquires are variants of those exemplified by the cultures in which they grow up. Suggests, however, that learners interpret these cultural practices in terms of models causally determined by their cognitive or representational capacities and by the stock of concepts currently available. (AA)

Evidence from test results of 3,604 sixth and seventh graders is provided for the generalizability and validity of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument, which is designed to measure program outcomes and growth in mathematics. (SLD)

Analyses of students' social and motivational interpretations of interaction during classroom teaching and learning are reported. The interactive learning was organized according to the principles of a cognitive apprenticeship and applied to a technology-based learning environment. The purpose as to promote the mediation of modern technological…

This article provides a brief overview of recent literature on the cognitive and neurocognitive profile characteristics of autism spectrum disorders. Emphasis is placed on potential links between cognitive profiles and social or adaptive functioning. Suggestions for cognitive assessment measures are provided, along with supplementary measures for…

Describes a study of university students that examined the influences of navigation in hypertext learning environments and discusses advantages and disadvantages of hypertext as instructional media. Discusses active (self-directed) versus passive (pre-sequenced) access; knowledge acquisition; emotional outcomes; and knowledge utilization with a…

Reports on the follow-up study of a two-part project designed to study the decision-making process underlying how academic researchers select documents retrieved from online databases, consult or read, and cite documents during a research project. Findings indicated that all but one of the criteria reoccur in connection with reading and citing…