Showing papers in "Educational Psychology Review in 1998"
TL;DR: Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance as discussed by the authors, which assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation.
Abstract: Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it.
4,886 citations
TL;DR: In this article, the authors present a broad perspective on the state of strategy research and to consider, in brief, the prospects for strategy research in the future, and explore aspects of the task and the context that serve as change agents in strategy development, including domain, time and instructional support.
Abstract: Our goal in this article is to present a broad perspective on the state of strategy research and to consider, in brief, the prospects for strategy research in the future. We first draw on the literature in an effort to delineate the attributes of strategies and to consider several dimensions of strategies that dot the research landscape. Next, we distinguish strategic performance from skillful behavior. With this definitional framework in place, we survey changes that might be evidenced in learners' strategic processing over time, as a consequence of knowledge and motivation, as well as other personal factors. Additionally, we explore aspects of the task and the context that serve as change agents in strategy development, including domain, time, and instructional support. We conclude with a brief reflection on issues that deserve attention in research and practice in the next decade, to assist strategies instruction in reaching its potential as a part of integrated, validated instructional practices.
343 citations
TL;DR: In this paper, the authors discuss ways in which aspects of academic and social motivation interact to influence student's academic performance, focusing on students' ability and efficacy beliefs, control beliefs, achievement values, and achievement goal orientations.
Abstract: We discuss ways in which aspects of academic and social motivation interact to influence student's academic performance. Research on academic and social motivational constructs is reviewed, focusing on students' ability and efficacy beliefs, control beliefs, achievement values, and achievement goal orientations. Relations between academic and social motivational processes are discussed, as well as how motivational processes from both domains might interact to influence academic outcomes. We also discuss motivation from the perspective of contextual factors and school socialization processes that have the potential to influence student motivation and subsequent performance. In this regard, teachers' instructional practices and interpersonal relationships with students are highlighted as potentially powerful factors influencing student motivation and performance.
330 citations
TL;DR: This paper discusses CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database, and discusses knowledge building communities involving students and teachers, and ends with discussion of design principles for distributed knowledge building processes.
Abstract: In this paper we explore various interpretations of the term “distributed cognition,” then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes.
196 citations
TL;DR: In this article, an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner is presented, where cognitive tasks of questioning, explaining, thinking, problem solving, and monitoring and regulation of learning are distributed across the tutoring pair and various aspects of their learning environment.
Abstract: “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.
166 citations
TL;DR: The benefits of incorporating findings from cognitive neuroscience into the field of educational psychology are considered and areas of future research in cognitive neuroscience are suggested that would help answer important questions about individual and developmental differences in student learning.
Abstract: The benefits of incorporating findings from cognitive neuroscience into the field of educational psychology are considered. The first section begins with arguments against the idea that one can ignore the brain when positing a model of student learning or motivation. The second section describes limitations in the methods used to reveal brain-cognition relations. In the third section, properties of the brain and brain development are described. The fourth section summarizes the cognitive neuroscientific research on attention, memory, reading, and math. Finally, areas of future research in cognitive neuroscience are suggested that would help answer important questions about individual and developmental differences in student learning.
126 citations
TL;DR: In this paper, the authors focus on specific challenges faced in the current constructivist reform, including the need for viable intradisciplinary, interdisciplinary, and cross-disciplinary integration.
Abstract: Although the desire for an education that emphasizes depth of understanding and meaningful learning has a long and distinguished history, constructivist reforms have not led to a comprehensive and coherent reform of educational practice in our schools. In fact, two previous “great reforms” based on constructivist principles have failed during this century. In this special issue ofEducational Psychology Review, authors focus on specific challenges faced in the current constructivist reform, including the need for viable intradisciplinary, interdisciplinary, and cross-disciplinary integration. Exemplars of the reality of progress made in integrated, constructivist approaches in the classroom follow. Diversity in our schools and classrooms and the challenge of high standards for all students contribute to the need for an integrated, constructivist approach that does not fail our students.
95 citations
TL;DR: In this paper, a distributed cognition theory of interdisciplinary collaboration that incorporates concepts from both situated cognition and information-processing theory is presented for analyzing inter-disciplinary collaboration within the National Institute for Science Education (NISE).
Abstract: We present a developing distributed cognition theory of interdisciplinary collaboration that incorporates concepts from both situated cognition and information-processing theory. This theoretical framework is being refined as it is used for analyzing interdisciplinary collaboration within the National Institute for Science Education (NISE). Our analyses are intended to improve scientific understanding of collaborative processes that influence productivity and quality of interdisciplinary work within the NISE and beyond. A critical group meeting in the early development of one interdisciplinary working team is analyzed using language and ideas from our theoretical perspective.
69 citations
TL;DR: A continuum of interpretations of distributed cognition ranging from a conceptualization of cognition as an individual phenomenon that is influenced by factors external to the individual, to a social phenomenon that cannot be reduced to individual psychological constructs is discussed in this article.
Abstract: We argue that greater precision is needed in the use of the term distributed cognition if this perspective is to significantly impact educational research. We describe a continuum of interpretations of distributed cognition ranging from a conceptualization of cognition as an individual phenomenon that is influenced by factors external to the individual, to a conceptualization of cognition as a social phenomenon that cannot be reduced to individual psychological constructs. We discuss the issues raised by the papers in the current volume, and locate the perspectives taken in these papers along the distributed cognition continuum. The relationship between distributed cognition and situated cognition is then examined, as these terms are often used interchangeably. Finally, we discuss key issues for further research in distributed cognition.
53 citations
TL;DR: The authors discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females.
Abstract: In their target article, Byrnes and Fox (1998) argue that many of the recent findings from the field of cognitive neuroscience have particular importance for education. In our commentary, we lend support to their contention by reporting on some of our work that has potential relevance to the proposed interface between cognitive neuroscience and education. Specifically, we discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females. We further propose that the translation of cognitive neuroscience findings into specialized classroom instructional methods which capitalize on the plasticity of the brain, as well as the apparent individual differences in its functional organization, may be the most significant challenge facing those in the front-lines of educational practice.
44 citations
TL;DR: In this article, the importance and challenges of studying the brain at different levels of analysis are discussed and illustrated with examples from the reading literature and the deafness literature, linking imaging studies with instructional studies may shed light on causal mechanisms in brain function.
Abstract: Not only should educational psychologists keep abreast of developments in the rapidly evolving field of brain science, but also they should contribute their knowledge of higher cognitive functioning and instructional interventions to this field. Linking imaging studies with instructional studies may shed light on causal mechanisms in brain function. The importance and challenges of studying the brain at different levels of analysis are discussed and illustrated with examples from the reading literature and the deafness literature.
TL;DR: Byrnes and Fox as mentioned in this paper reviewed the history of the case for including the brain in educational psychology, including both logical and empirical arguments, and suggested criteria for evaluating the contributions of cognitive neuroscience research in education psychology including the need for research on educationally relevant tasks and issues.
Abstract: Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational psychology: Early educational psychology—as reflected in Thorndike's (1926) educational psychology textbook—emphasized the neuronal basis of learning; contemporary educational psychology—as reflected in educational publications—tends to ignore the brain; and future educational psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational psychology, including the need for research on educationally relevant tasks and issues.
TL;DR: This article propose a set of design principles to serve as a structural framework for enhancing engagement in reading, and provide a rationale for their emphasis on engagement, which they believe is an important aim of reading instruction.
Abstract: Our purpose in this article is to propose a set of design principles to serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we believe is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of a set of features of the classroom context including: conceptual themes, real-world interactions, self-direction, interesting texts, social collaboration, self-expression, cognitive strategy instruction, time for engaged reading, and coherence. We present empirical support from the educational psychology literature for each principle. For illustration, we provide a brief depiction of each principle functioning within a framework of Concept-Oriented Reading Instruction (CORI). We emphasize that each principle is dependent on several others, and we describe how the functioning of each principle is contingent on the occurrence of several affiliated principles in the vignettes of CORI.
TL;DR: There are ways in which the tools' role in thinking can be promoted through medical education, particularly during students' early clinical exposure.
Abstract: This paper examines how, in use, culturally-provided tools can be said to embody knowledge and distribute thinking. It focuses on the routine procedures used by medical professionals to investigate patient complaints and examines explicit and implicit contributions of these conventional procedures to distributed thinking in clinical encounters in medicine. After characterizing these tools, examples of how the tools guide and constrain medical problem solving are provided. The tools support the development and exercise of the routines characteristic of medical expertise, while at the same time preserving the nonroutine, controlled deliberation necessary for sound and ethical medical care. The paper concludes with ways in which the tools' role in thinking can be promoted through medical education, particularly during students' early clinical exposure: (a) Organizing learning experiences that expose the tools' meanings; (b) exploiting the benefits of small group work to promote collaborative and individual competencies in distributed systems; and (c) explicitly utilizing the products of thinking with these tools to further the goals shared by participants in clinical encounters.
TL;DR: In this article, the current research from the field of developmental neuroscience can be incorporated within the theoretical perspectives advocated by evolutionary psychologists and advocates of the developmental systems approach, and they describe research on memory and the relationship between spatial-temporal reasoning and mathematical abilities as examples of literatures that have benefitted from the neuroscience approach.
Abstract: In our commentary, we propose the current research from the field of developmental neuroscience can be incorporated within the theoretical perspectives advocated by evolutionary psychologists and advocates of the developmental systems approach We then describe research on memory and the relationship between spatial-temporal reasoning and mathematical abilities as examples of literatures that have benefitted from the neuroscience approach We conclude by expressing enthusiasm for the recent neuroscience findings, but caution that developmental neuroscience's focus on infancy and preschool children should not result in an overemphasis on early development and education at the expense of later development and education
TL;DR: Byrnes and Fox as discussed by the authors get much right in their review of the relevance of cognitive neuroscience for educational psychology and they are also right that neurophysiological findings can constrain psychological theory and that this too is to be welcomed.
Abstract: Byrnes and Fox get much right in their review of the relevance of cognitive neuroscience for educational psychology. They are correct that theoretical reduction is to be welcomed. They are also right that neurophysiological findings can constrain psychological theory and that this too is to be welcomed. Their review is on the mark in recommending that educational psychologists must become “bilingual” in their understanding of neurological terms and their analogous psychological constructs. The one difference in our positions that I do highlight is one of calibration rather than strong disagreement—my level of enthusiasm for scientific reduction in domains related to education is somewhat more muted than that of Byrnes and Fox because of wariness bom of the premature reductive attempts that litter our field.
TL;DR: This article explored a growing awareness of problems and current developments in classroom and schoolwide research on subject matter integration and highlighted the importance of understanding the complexity of integrating process into content within the context of the classroom and the school.
Abstract: In this article, the authors explore a growing awareness of problems and current developments in classroom and schoolwide research on subject matter integration. Schwab's four common places—including the learner, the teacher, the content, and the context—provide a framework for examining subject matter integration from a language arts perspective. Two lines of classroom-based research are examined that were conducted in response to the lack of integration within the curriculum: Explanation and Responsive Elaboration in Reading and Cognitive Strategies in Writing. As a result of these two lines of research, researchers became more aware of the importance of understanding the complexity of integrating process into content within the context of the classroom and the school. A major shift toward schoolwide integration in two Professional Development School settings is described that was created in response to these research findings. Teachers and researchers within specific contexts generated and implemented integrated instruction and curriculum content collaboratively. The authors conclude with emerging questions and principles for stimulating thinking among teachers and researchers who work toward furthering understanding of language and subject matter integration within specific contexts.
TL;DR: This article used a theme-based approach to reveal an emerging consensus regarding the educational relevance of neuroscientific research, using a number of commentaries from the authors of a paper on cognitive neuroscience (i.e., Byrnes and Fox, 1998).
Abstract: The present authors wrote a paper on cognitive neuroscience (i.e., Byrnes and Fox, 1998) that spawned a number of commentaries. In the present paper, they respond to these commentaries. Using a theme-based approach, they reveal an emerging consensus regarding the educational relevance of neuroscientific research.
TL;DR: This paper made suggestions for improving communication between educational psychologists and "on-line" educators to solve practical problems in classroom practice, and suggested that the progression of the science of psychology has led them away from the practical aspects of teaching.
Abstract: Although educational psychologists once were tied in with teachers in solving instructional problems, the progression of the science of psychology has led them away from the practical aspects of teaching. Instead, educational psychologists find themselves talking about theories—in their own language—to each other, and not to their colleagues in the curriculum areas. To this end they are not a continuing source of productive information for solving practical problems in classroom practice. Suggestions are made for improving communication between educational psychologists and “on-line” educators.
TL;DR: The authors discuss examples of personal control in a reinvented writing program that they studied, as well as in examples from the other papers in this volume, and discuss the importance of self-determination in integrated, constructivist education.
Abstract: As Herb Kohl has pointed out, some students learn to not-learn, refusing to pay attention in school, overriding curiosity. Often students are trying to short-circuit a pattern of failure and humiliation. In classrooms where students have some personal control over what and how they learn, not-learning seems to occur less frequently. I discuss examples of personal control in a reinvented writing program that I studied, as well as in examples from the other papers in this volume. Personal control, or self-determination, is an important component in integrated, constructivist education.
TL;DR: Byrnes and Fox (1998) provide a useful and important overview of the ways in which cognitive neuroscientific research can inform educational research and practice, but leave unanswered the question: What is the function of mind and brain?
Abstract: Byrnes and Fox (1998) provide a useful and important overview of the ways in which cognitive neuroscientific research can inform educational research and practice, but leave unanswered the question: What is the function of mind and brain? An understanding of the function of mind and brain has implications for research in cognitive neuroscience and in educational psychology, and a number of these implications are spelled out in this comment.
TL;DR: Byrnes and Fox as mentioned in this paper presented a sophisticated approach to the development of useful relations between cognitive neuroscience and education, which is similar to approaches advocated by other educational psychologists, emphasizing the importance of findings in cognitive neuroscience to the building of educationally useful models of learning.
Abstract: Byrnes and Fox present a sophisticated approach to the development of useful relations between cognitive neuroscience and education. Their approach, which is similar to approaches advocated by other educational psychologists, emphasizes the importance of findings in cognitive neuroscience to the building of educationally useful models of learning. In contrast to that defensible approach is a popular but simplistic approach that tries to relate the results of individual cognitive neuroscience studies directly to the improvement of teaching. The advantages of the sophisticated approach presented by Byrnes and Fox are discussed and supported for their important roles in the development of productive relations between cognitive neuroscience and education.