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1.
Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology 总被引：2，自引：0，他引：2
In this article, we review modern work on interference and inhibition in cognition and behavior. We begin by briefly reviewing the historical and conceptual roots of this new body of work. Next we discuss five new theoretical frameworks that use the concepts of interference and inhibition to explain cognitive and behavioral phenomena. In the section that follows, we review evidence of individual and developmental differences in inhibition and susceptibility to interference in at-risk students. We then consider the implications of this new body of work for research on educational psychology by discussing six selected areas of research: intelligence, strategies, reading comprehension, logical and mathematical reasoning, self-regulated learning, and retention. In the next section, we explore four critical issues that pose significant challenges to research in inhibition and interference. Finally, we discuss the relevance of this work to educational practice by focusing on its implications for the curriculum and instruction. Throughout, our principal goal is to bring this new body of work to the attention of the readers of this journal and to show how it might be useful in guiding research and theory in educational psychology. 相似文献
2.
Reopening Inquiry into Cognitive Processes in Writing-To-Learn 总被引：1，自引：0，他引：1
Perry D. Klein 《Educational Psychology Review》1999,11(3):203-270
Writing produces generally positive, but inconsistent, effects on learning. The reasons for this inconsistency are unknown. This review examines four hypotheses about writing-to-learn: Writers spontaneously generate knowledge at the point of utterance (Britton, 1980/1982); writers externalize ideas in text, then reread them to generate new inferences (Young and Sullivan, 1984); writers use genre structures to organize relationships among elements of text, and thereby among elements of knowledge (Newell, 1984); and writers set rhetorical goals, then solve content problems to achieve these goals (Bereiter and Scardamalia, 1987; Flower and Hayes, 1980a). These four hypotheses invoke different aspects of writing, and so are mutually compatible. The genre hypothesis has been supported by empirical research; the other three hypotheses have been tentatively supported by research concerning writing-to-learn, or indirectly supported by other research concerning learning or writing. Further investigation is needed concerning: The empirical validity of the four hypotheses, and interactions among the processes that they identify; the declarative and procedural knowledge that underpins writing-to-learn; and the educational effectiveness of applying cognitive strategy instruction to learning through writing. 相似文献
3.
Alison King 《Educational Psychology Review》1998,10(1):57-74
ASK to THINK—TEL WHY®© is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge. 相似文献
4.
Sun-Geun Baek 《Educational Psychology Review》1994,6(4):373-389
The purpose of this review is to examine views about learning and the learner grounded in cognitive psychology and to discuss their implications for educational testing. The new perspectives about learning and the learner suggested by cognitive psychology imply changes in educational testing. The first part of this paper compares perspectives about learning and the learner in cognitive psychology with traditional perspectives. The second part describes its implications for educational testing. The goals of educational testing should be the improvement of learning and instruction, achieving these goals in the real society, and a symbiotic relationship between cognitive psychologists and traditionalists in educational testing. 相似文献
5.
A Conceptual Change Teaching Strategy to Facilitate High School Students' Understanding of Electrochemistry 总被引：1，自引：0，他引：1
Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two teaching experiments that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant (p < 0.001). It is concluded that the teaching experiments facilitated students' understanding (progressive transitions) of electrochemistry. 相似文献
6.
Eugene E. Garcia 《Educational Psychology Review》1992,4(1):69-93
Not only are school-age ethnic and racial minority children one of the fastest growing segments of the U.S. population, they are also one of the most vulnerable. Hispanic children in particular are representative of the at-risk status of minority populations, displaying a portrait of unrealized social, educational, and employment success. This paper addresses the background and history of U.S. social and educational policies as they relate to the Hispanic student. Recent empirical findings are presented which support the following: (a) the bilingual character of Hispanic children is not a linguistic, cognitive, or educational liability and, in fact, should be employed to promote academic achievement; (b) the culture of the Hispanic family and child are better understood with regard to socialization variables and the potential differences they produce when directly compared to Anglo culture; and (c) educational strategies for Hispanic students that respect and integrate students' social, psychological, and linguistic attributes serve students effectively. 相似文献
7.
James W. Lichtenberg 《Educational Psychology Review》1997,9(3):221-238
Despite the documented efficacy of counseling, evidence supporting a claim of expertise among counseling practitioners is found to be lacking. A review of selected literature finds that counselors frequently hold inacurate or biased cognitive schemata concerning clients and engage in faulty reasoning regarding clients' concerns—producing clinical judgments that appear no better than those of less experienced individuals (novices). The concept of expertise in counseling may be justified if clinical judgment is viewed as an ill-structured problem and the criterion for judging expertise is changed from enhanced clinical accuracy to one of enhanced clinical certainty. 相似文献
8.
The real world on a short leash: The (mis) application of constructivism to the design of educational technology 总被引：2，自引：0，他引：2
Constructivism, or more precisely, a constructivist metatheory, presently prevails throughout professional education circles. Most educators easily accept constructivism's central premise that learners approach tasks with prior knowledge and expectations based on their knowledge of the world around them. Naturally, then, constructivist educational technologists have been guided by the implicit (and increasingly explicit) desire to create authentic environments for learning: environments that correspond to the real world. In this paper, I argue that technologists have tended to paper over the critical epistemological dimension of constructivism by preauthenticating learning environments: creating environments that are predetermined to reflect the real world even though constructivist theory contrindicates precisely this. I suggest that a rhetorical perspective on constructivism offers a way out of this bind and I propose some guidelines to assist developers of educational technologies in accommodating the essentially dialogic nature of teaching and learning.Many of the issues raised in this article are developed in his recent (1998) book entitledReality by Design: The Rhetoric and Technology of Authenticity in Education. 相似文献
9.
An educational application derived from the socialconstructivism view based largely on the theories ofVygotsky (1962, 1978) and Piaget (1926), was tried inorder to improve cognitive development of childrenstudying in a heterogeneous class. A path analysisbased on the study of 1017 pupils, 8- to 11-year-olds,studying in 36 classrooms, shows that complex learningtechniques are related to cognitive development,especially of lower level children. The processrequires that the teacher take a developer roleencouraging the students to interact verbally in orderto solve the learning tasks. The improvement seems tobe based entirely on the students' on-task verbalinteraction, but that was instigated by the developerteacher's role and impeded by supervisory role. 相似文献
10.
Debora Basler Wisneski 《Early Childhood Education Journal》2000,28(1):29-33
As a teacher deals with the frustrations of classroom management and her fears concerning control, she finds what it means to let go to the process of living and learning with young children. Her method of dealing with issues of classroom community involves teacher reflection on action, listening to stories of children, and telling stories of her own. 相似文献
11.
Larry E. Greeson 《Interchange》1994,25(3):241-259
This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husén. The paucity of U.S. textbook or journal citations of Husén's writings and research is interpreted as an example of cultural ethnocentrism and academic imperialism in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and global learning are proposed as methods of overcoming the methodological parochialism, overspecialization, and international fragmentation Husén describes as characteristic of much educational and social scientific research. 相似文献
12.
Joan T. Feeley 《Early Childhood Education Journal》1984,11(3):26-28
John Downing, an eminent reading researcher at Canada's University of Victoria, says that many children come to school in a state of cognitive confusion about the functions of reading and the terms we use when we start to teach them to read formally. Adults take for granted that young children know what they mean when they talk about a word, a letter, a sound, and other print-related terms. In his studies done in England and in Canada, Downing (1970; 1973–74) has found that many children, especially those who have not been read to regularly, simply don't understand the conventions of print and really don't understand what reading is all about.Joan T. Feeley is Professor of Reading and Language Arts at William Paterson College in Wayne, New Jersey. 相似文献
13.
Harry Morgan 《Early Childhood Education Journal》1985,13(2):12-15
In our current quest for excellence, we often miss the essential nature of it. It is trendy to use such terms as back-to-basics, gifted education, and excellence to describe a new teaching strategy or innovative educational program. It is also true that many of these programs designed for children are really intended to benefit others.Harry Morgan is Chairman of Early Childhood Education at West Georgia College in Carrollton. He is author ofThe Learning Community (Charles Merrill). 相似文献
14.
A Neo-Kohlbergian Approach: The DIT and Schema Theory 总被引：2，自引：0，他引：2
James Rest Darcia Narvaez Muriel Bebeau Stephen Thoma 《Educational Psychology Review》1999,11(4):291-324
Macromorality concerns the formal structure of society, as defined by institutions, rules, and roles. Micromorality concerns the particular face-to-face relations that people have in everyday life. Kohlbergian theories are most useful for issues of macromorality. The Defining Issues Test (DIT) derives from Kohlberg's approach but makes several departures, including defining cognitive structures in terms of schemas instead of stages, reformulating the definition of postconventional moral thinking, and using different research strategies. The validity of the DIT is based on seven criteria (briefly discussed), and hundreds of studies have produced significant trends. Recent research derived from schema theory produces novel phenomena that link our theory of moral schemas more closely with information processing and decision making. 相似文献
15.
Alan J. DeYoung 《The Urban Review》1986,18(1):71-84
The educational literature of the last several years is replete with both continuing calls for educational excellence reforms and for enhancing and upgrading the teaching profession. Importantly, both types of calls rely on the contribution of science. The educational research-and-development community continues to push for and believe in the notion that educational innovation is based on scientific advances in understanding child development and school functioning. Similarly, many teachers and teacher educators continually call for increased classroom autonomy and social status among teachers, based upon the supposedly scientific nature of their professional training. This paper takes issue with both of these points, arguing that the origin and success of most educationally innovative policies have as their origin the changing political, economic, and social forces visible in the country during the history of American education. Relatedly, since the science of teaching and learning takes a back seat in issues of school policy, teachers cannot and will not be able to convince the public and those in authority in the school that their insights and practices derive from any privileged understanding of the real needs of children. Arguing that teachers should, in fact, have more input into policy decisions in education, the paper concludes with a review and discussion of various strategies currently visible for improving the autonomy and control of classroom educators. 相似文献
16.
We describe a recent project that explored the use of interactive computer software for teaching Einstein's special theory of relativity to secondary school studients. Our approach couples results from recent cognitive science research with modern techniques for using computers to help students visualize and experiment with otherwise inaccessible phenomena. One the products of this research is RelLab, a computer-based exploratory tool for constructing gedanken, or thought experiments involving physical systems in relative motion. We will describe our efforts in designing and testing this software for affecting change in students' concepts of space and time. Relativity is ideally suited for such a study because understanding it requires a radical reconceptualization of these quantities.Advanced Physics from an Elementary Viewpoint, NSF grant MDR-9016417. 相似文献
17.
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions 总被引：27，自引：0，他引：27
Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided. 相似文献
18.
Richard Hooper 《Higher Education》1978,7(1):13-26
Some new approaches to research and development funding, adopted by the United Kingdom's National Development Programme in Computer Assisted Learning are described. The five-year, £2.5 million National Programme, sponsored by seven Government departments, was set up in 1973 at a time of widespread concern about government R & D funding. The funding strategy of the Programme is described in the hope that it might apply to the funding of other educational innovations. Four unusual features are discussed in detail, the aim of the Programme; the role of the Programme directorate in cooperative funding; the approach to evaluation; and the emphasis on project management.The main aim of the Programme, from which all other policy and management decisions derived, was the institutionalisation of innovation. The Programme directorate, by contrast to the central staff of research councils, was active and interventive in the formulation of policy, the design and selection of projects, and their evaluation. A cooperative approach to funding was adopted which permitted projects to combine national and local interests, in an effort to avoid the over-centralisation of some of the large schools curriculum development projects in the UK and the USA, and the parochialism of some higher education research funding. A major evaluation device used in the National Programme was the midterm evaluation of projects. Projects were step-funded for one or two years in the first instance, with continued funding dependent on the outcome of the midterm evaluation. A further novel feature of the evaluation was the existence of independent educational and financial evaluation. Project management skills were considered important in the Programme, and various techniques were adopted, such as virement, to improve project management and control. 相似文献
19.
Constructing Scientific Explanations Through Writing 总被引：4，自引：0，他引：4
Perry D. Klein 《Instructional Science》2004,32(3):191-231
This study examined the writing strategies andtext characteristics associated withdiscovering a scientific principle by writingabout an experiment. Sixty-four universitystudents (non-science majors) carried out aphysics experiment concerning either buoyancy,or the forces acting on a balance scale, thenwrote an informal journal-style note about itwhile thinking-aloud. They providedexplanations of the phenomena beforeexperimenting, immediately after experimenting(before writing), and again after writing aboutthe experiment. Students' verbal protocolswere segmented and writing operations wereidentified; the rhetorical structures of theirtexts were analyzed; and each students' levelof general writing strategy was identified. Afactor analysis showed that six componentsaccounted for 76% of the variance in thesemeasures. Logistic regression analysis showedthat type of science experiment and two writingfactors, Problem Solving and Comparisons inText, discriminated 86% of cases in whichstudents made explanatory gains during thewriting interval. The results generallyexemplified a metacognitive, problem solvingmodel of writing to learn. However, incontrast to dominant metacognitive models,setting content goals, applying moderatelysophisticated writing strategies, and extensiveuse of content sources were important for learning. 相似文献
20.
Training,stability and control 总被引：1，自引：0，他引：1
B. R. Gaines 《Instructional Science》1974,3(2):151-176
This paper presents a system-theoretic approach to the analysis of the problem of training formally relating it to the control of an abstract dynamic system, the adaption automaton of the trainee. The utility of this formulation and the possibility of basing real training strategies upon it are discussed, and it is argued that further constraints upon the automaton are both necessary, and available, in so far as the theory corresponds to practical reality. The minimal constraints generate an extended theory in which training is related to the stability of the adaption automaton. More practical constraints lead to theoretical foundations for strategies of feedback or adaptive training. Corresponding to each set of constraints a training theorem is proved which demonstrates that the constraint is adequate to lead to a simple universal training strategy.Although this paper is highly theoretical it is argued that the formal concepts introduced correspond to intuitive models of the phenomena of learning and training which are implicit in the design of many training systems. It is hoped that the formal analysis will throw new light on these implicit assumptions and help to clarify discussion of practical approaches to training, including the possibility of computer-aided instruction given on our present level of knowledge of human cognitive skills or individual students. 相似文献