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Models of Understanding Text
What is text understanding? It is the dynamic process of constructing coherent representations and inferences at multiple levels of text and context, within the bottleneck of a limited-capacity working memory. The field of text and discourse has advanced to the point where researchers have developed sophisticated models of comprehension, and identified the particular assumptions that underlie comprehension mechanisms in precise analytical or mathematical detail. The models offer a priori predictions about thought and behavior, not merely ad hoc descriptions of data. Indeed, the field has evolved to a mature science. The contributors to this volume collectively cover the major models of comprehension in the field of text and discourse. Other books are either narrow -- covering only a single theoretical framework -- or do not focus on systematic modeling efforts. In addition, this book focuses on deep levels of understanding rather than language codes, syntax, and other shallower levels of text analysis. As such, it provides readers with up-to-date information on current psychological models specified in quantitative or analytical detail.
Narrative Thought and Narrative Language
Since before the dawn of history, people have been telling stories to each other and to themselves. Thus stories are at the root of human experience. This volume describes empirical investigations by Jerome Bruner, Wallace Chafe, David Olson, and others on the relationship between stories and cognition. Using philosophical, linguistic, anthropological, and psychological perspectives on narrative, the contributors provide a definitive, highly diversified portrait of human cognition.
Learning From Textbooks
It is surprising that there is so little research on textbooks, given their centrality to teaching and learning in elementary and secondary schools. Textbooks have become a focus of political and cultural controversy, advocating a multicultural curriculum that has sparked some vigorous protests. Research is absent in this debate; therefore, questions of legitimate knowledge, the role of textbooks, textbook design, policy selection issues, and economic issues concerning the marketplace are not part of the current debate. Without insights of research on considerate text, mentioning, illustrations and so forth, the current controversy will result in publishers responding to demands for more con...
The Psychology of Learning Science
Focusing on the teaching and learning of science concepts at the elementary and high school levels, this volume bridges the gap between state-of-the-art research and classroom practice in science education. The contributors -- science educators, cognitive scientists, and psychologists -- draw clear connections between theory, research, and instructional application, with the ultimate goal of improving science teachers' effectiveness in the classroom. Toward this end, explicit models, illustrations, and examples drawn from actual science classes are included.
Psychology of Learning and Motivation
With a long-standing tradition for excellence, this series is a collection of quality papers that are widely read by researchers in cognitive and experimental psychology. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline.
Cognitively Diagnostic Assessment
During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differ...
Narration, Identity, and Historical Consciousness
Until now psychology has barely dealt with the topics of historical consciousness and historical thought. The contributions in this volume seek to remedy this.
Beyond Science Standards
Beyond Science Standards captures a vision of science education both whimsical and serious. Ranging across examples from elementary to university level classrooms and grounded in philosophy and history, the stories address dimensions beyond the realm of bureaucratic standards. Its thesis brings into question the premise of scientific unity and its representation in school as notions of method, process, nature, and practice. Schools, no less than the sciences, profit from playful exploration—of musical instruments in fourth grade physical science, for example, and hotel lobby decorative rock in a college geology course. Aesthetic expression permeates geologic interpretation and evolutionary...
Changemaker
'I love this book! At a time in which activism must urgently rise to be a much more effective tool for systems change, Mueller gives us a deeply researched yet practical reference book to methodically take activism from passion to impact.' Christiana Figueres, author The Future We Choose From Occupy Wall Street and the Arab Spring, to the pro-democracy uprisings in Hong Kong and the George Floyd protests in Mueller's hometown of Minneapolis, we are seeing one of the largest worldwide swells of unrest in human history, and yet the individuals taking part have little sense of whether and when their bravery and sacrifice make a difference. Changemaker: A Data-Driven Guide to Being an Effective ...
Towards a 'Natural' Narratology
In this ground breaking work of synthesis, Monika Fludernik combines insights from literary theory and linguistics to provide a challenging new theory of narrative. This book is both an historical survey and theoretical study, with the author drawing on an enormous range of examples from the earliest oral study to contemporary experimental fiction. She uses these examples to prove that recent literature, far from heralding the final collapse of narrative, represents the epitome of a centuries long developmental process.
