This article offers a plausible domain-general explanation for why some concepts of processes are resistant to instructional remediation although other, apparently similar concepts are more easily understood. The explanation assumes that processes may differ in ontological ways: that some processes (such as the apparent flow in diffusion of dye in…

How do we produce the past tenses of verbs? For the last 20 years this question has been the focal domain for conflicting theories of language, knowledge representation, and cognitive processing. On one side of the debate have been similarity-based or single-route approaches that propose that all past tenses are formed simply through phonological…

For an intelligent tutoring system (ITS) to earn its "I", it must be able to (1) accurately diagnose students' knowledge structures, skills, and/or learning styles using principles, rather than pre-programmed responses, to decide what to do next; and (2) adapt instruction accordingly. While some maintain that remediation actually…

This paper discusses the following four changes in how we use sources of information or representations of knowledge: (1) from tangible to intangible media--how sources of information and representations of knowledge are manifested or packaged on the Internet; (2) from books and journals to services and databases--how such knowledge packages are…

Presents an alternative perspective that conceives of graphing as observable practices employed to achieve specific goals rather than as knowledge represented in students' minds. Highlights the nature of graphs as semiotic objects, rhetorical devices, and conscription devices. Illustrates the plausibility and fruitfulness of the new perspective in…

Focuses on the role of cognitive structures in the reader's knowledge. Argues that causality is an important category in structuring human knowledge and that this property has consequences for text processing. Discusses research illustrating that the more the information in the text reflects causal categories, the more easily the information is…

Presents a model for representing and storing binary topological and directional relationships between 2-dimensional objects that is used to provide a basis for fuzzy querying capabilities. A data structure called an abstract spatial graph (ASG) is defined for the binary relationships that maintains all necessary information regarding topology and…

Argues for the use of the archaeological metaphor as an apt one when examining the historical layers and foundational bases underlying much of the current thought and practice in science education. Suggests some sort of correspondence between archaeological and science education processes. (DDR)

Focuses on the general history, educational developments after 1923 and after 1960, primary science education developments, and a summary of the developments and changes in science education in Turkey. (DDR)

Outlines a general model about the dynamic organization and development of the mind and draws the implications of this model for learning and instruction by presenting 10 postulates about the organization of the mind and 1 general postulate about the dynamic relations between systems of the mind and the mind and education. (SLD)

Discussion of computers as mindtools focuses on semantic networks and expert systems that help learners build a representation of what they know by designing their own knowledge bases. Describes a study of undergraduates that examined the effects of building semantic networks on the construction of expert systems. (Author/LRW)

Discusses the conceptual framework for developing a rapid-prototype high-performance knowledge base for the four mission agencies of the United States Department of Agriculture and their university partners. Describes the background of the project and methods used for establishing the requirements; examines issues and problems surrounding semantic…

Compares the indexing structure of icons with principles used for traditional indexing. A sample of 15 library homepages was drawn from the total population of the United States library homepages. Semiotics theory was used to study the icons. Analysis and results are outlined. (AEF)

Suggests a postmodern theory regarding knowledge organizations as active constructions of a perceived conception of particular discourse communities in the company, organization or knowledge fields for which the knowledge organization is intended. In this view, the interpretive process in knowledge organization and the culture and social context…

In 3 experiments, the authors examined the role of knowledge activation in the suppression of contextually irrelevant meanings for ambiguous homographs. In Experiments 1 and 2, participants with greater baseball knowledge, regardless of reading skill, more quickly suppressed the irrelevant meaning of ambiguous words in baseball-related, but not…