Introduces the field of intelligent computer assisted language learning (ICALL) and relates them to current practice in computer assisted language learning (CALL) and second language learning. Points out that ICALL applies expertise from artificial intelligence and the computer and cognitive sciences to the development of language learning…

Examines students' construction of experimentation models for physics theories in energy storage, transformation, and transfers involving electricity and mechanics. Student problem solving dialogs and artificial intelligence modeling of these processes is analyzed. Construction of models established relations between elements with linear causal…

Reactions to praise, blame, and reward received by two children were studied among 79 fourth, sixth, and eighth graders. Findings suggest an alternate and less differentiated cognitive mechanism for the paradoxical effects of praise and blame. Older children showed an increasing preference to be like the nonpraised, nonrewarded, or blamed child.…

Presents a response to, and critique of, the purely postmodernist approach to the study of history. Maintains that an appreciation of the subjective and constructed nature of knowledge still can be integrated, as a component, into a study of the understanding, construction, and transcription of history. (MJP)

Considers the meaning of relevance and examines the role that relevance plays in information behavior. Literature on relevance is reviewed, cognitive and dynamic processing approaches to relevance are described, and 12 research questions are presented that address criteria users employ in evaluating information and suggest implications for system…

Cognitive strategy training is recommended for parents in helping a learning-disabled child function more effectively in day-to-day tasks and familial relationships. This paper considers families from a deficit and transactional perspective, explores the nature of coping and intervention strategies, and outlines the advantages of cognitive…

Reports on an attempt to bring about conceptual change in children's concept of speed by the teaching of the science of speed emphasizing an integrated hands-on experience. Reports that it may be possible to modify naive conceptions by teaching that targets particular concepts. (Author/YP)

This article discusses theory and practice issues relating to learning disabilities. A chronology of theoretical models in the field, including medical, psychological process, behavioral, and cognitive/strategy models, is offered. Seven steps useful in implementing learning strategies are described. (Author/PB)

Compared young mathematically disabled and academically normal children in terms of the distribution of strategies and solution times involved with simple addition problems. Performance characteristics of normal students and disabled students who improved were essentially the same, whereas those of disabled students who did not change were…

Describes the contents of a book entitled The Care and Feeding of Ideas: A Guide to Encouraging Creativity which considers the thinking process, why skills need to be developed, and how students use or should use these thinking skills. (RT)

Students' ability to access or utilize their intellectual resources as a function of many factors studied in the research, is discussed. Organization and awareness are the two most important factors in students' ability to access knowledge, strategy, or disposition. A synthesis of the research is presented. (SLD)

Describes a study designed to compare student success in a concept mapping exercise with the cognitive preference of the student, and to determine whether students achieve better using individualistic or cooperative learning modes in the concept mapping exercise. Discusses the background, methodology and results. (CW)

Maintains that research indicates that age is the primary factor influencing aesthetic response. Reports on a study of aesthetic preferences among 24 students at ages 8, 10, and 12. Finds that response style was a more significant factor than age. (CFR)

Comments on remarks by A. Graham Down, president of the Council for Basic Education, about integrating arts education into the curriculum. Concludes that, when the arts are channeled into the mainstream and made part and parcel of everything, arts education becomes dangerously confused. (CFR)

Reports on a study of how naive theories, age, and education relate to higher order thinking among 54 adolescents and adults. Finds that, regardless of age and education, all subjects referred to naive theories to identify causes and create remedial strategies for social problems. (CFR)