This article deals with the functioning of affect and epistemic emotions, such as surprise and curiosity, in self-regulated learning (SRL). The claim is that affect plays a major role in SRL not only as an independent process that can facilitate or impede learning activities and performance but also through its interactions with cognition and…

Although clinical supervision is an educational endeavor (Borders & Brown, [Borders, L. D., 2005]), many scholars neglect theories of learning in working with supervisees. The authors describe 1 learning theory--information processing theory (Atkinson & Shiffrin, 1968, 1971; Schunk, 2016)--and the ways its associated interventions may…

This article assesses how people reason with categories whose features are related in causal cycles. Whereas models based on causal graphical models (CGMs) have enjoyed success modeling category-based judgments as well as a number of other cognitive phenomena, CGMs are only able to represent causal structures that are acyclic. A number of new…

Cognitive diagnosis models are diagnostic models used to classify respondents into homogenous groups based on multiple categorical latent variables representing the measured cognitive attributes. This study aims to present longitudinal models for cognitive diagnosis modeling, which can be applied to repeated measurements in order to monitor…

Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity…

Cognitive interviewing (CI) is a method to identify sources of confusion in assessment items and to assess validity evidence on the basis of content and response processes. We introduce readers to CI and describe a process for conducting such interviews and analyzing the results. Recommendations for best practice are provided.

The sequence of study influences how we learn. Previous research has identified different sequences as potentially beneficial for learning in different contexts and with different materials. Here we investigate the mechanisms involved in inductive category learning that give rise to these sequencing effects. Across 3 experiments we show evidence…

This study investigates the role of representational competence in student responses to an assessment of hydrogen bonding. The assessment couples the use of a multiple-select item ("Choose all that apply") with an open-ended item to allow for an examination of students' cognitive processes as they relate to the assignment of hydrogen…

Recently, there has been a growing interest in learning approaches that combine two phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often cited examples of instructional approaches following the PS-I scheme include Productive Failure and Invention. Despite the growing interest in PS-I approaches, to the best…

Although episodic and semantic memory share overlapping neural mechanisms, it remains unclear how our pre-existing semantic associations modulate the formation of new, episodic associations. When freely recalling recently studied words, people rely on both episodic and semantic associations, shown through temporal and semantic clustering of…

To elucidate the timing and the nature of neural disturbances in dyslexia and to further understand the topographical distribution of these, we examined entire brain regions employing the non-invasive auditory oddball P300 paradigm in children with dyslexia and neurotypical controls. Our findings revealed abnormalities for the dyslexia group in…

The pattern separation task has recently emerged as a behavioral model of hippocampus function and has been used in several pharmaceutical trials. The canine is a useful model to evaluate a multitude of hippocampal-dependent cognitive tasks that parallel those in humans. Thus, this study was designed to evaluate the suitability of pattern…

This article examines the literature associated with social constructivism. It discusses whether social constructivism succeeds in reconciling individual cognition with social teaching and learning practices. After reviewing the meaning of individual cognition and social constructivism, two views--Piaget and Vygotsky's--accounting for learning…

Children learn their earliest words through social "interaction," but it is unknown how much they rely on social "information." Some theories argue that word learning is fundamentally social from its outset, with even the youngest infants understanding intentions and using them to infer a social partner's target of reference.…

Individuals with autism spectrum disorders (ASD) experience difficulties with language, particularly higher-level functions like semantic integration. Yet some studies indicate that semantic processing of non-linguistic stimuli is not impaired, suggesting a language-specific deficit in semantic processing. Using a semantic priming task, we…