10
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Tools for Curriculum Research and Development: Potential Contributions from Cognitive Science

Pages 311-340 | Published online: 15 Dec 2014

REFERENCES

  • ANDERSON, JOHN R. Language, memory and thought. Hillsdale, N.J.: Erlbaum, 1976.
  • ANDERSON, JOHN R., and BOWER, GORDON H. Human associative memory. Washington, D.C.: Winston, 1973.
  • ANDERSON, RICHARD C. “The notion of schemata and the educational enterprise.” In Schooling and the acquisition of knowledge, edited by Richard C. Anderson, Rand J. Spiro, and William E. Montague. Hillsdale, N.J.: Erlbaum, 1977.
  • ANDERSON, RICHARD C., DIANE L.; and GOETZ, ERNEST T. “Frameworks for comprehending discourse.” American Educational Research Journal 14, no. 4 (Fall 1977): 367–382.
  • ANDERSON, RICHARD C., DIANE L.; and GOETZ, ERNEST T., WILLIAM E., eds. Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum, 1977.
  • ATKIN, J. A. “An information processing model of learning and problem solving.” Ph.D. dissertation, Cornell University, 1977.
  • AUSUBEL, DAVID P. The psychology of meaningful verbal learning. New York: Grune and Stratton, 1963.
  • AUSUBEL, DAVID P. Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston, 1968.
  • BRANSFORD, JOHN D., and JOHNSON, MARCIA K. “Considerations of some problems of comprehension.” In Visual information processing, Edited by William G. Chase. New York: Academic Press, 1973.
  • BROUDY, HARRY s. “The life uses of schooling as a field for research.” In Philosophical redirection of educational research, Edited by Lawrence G. Thomas. Seventy-first Yearbook of the National Society for the Study of Education, pt. 1. Chicago: University of Chicago Press, 1972.
  • BRUNER, JEROME S. The process of education. Cambridge, Mass.: Harvard University Press, 1960.
  • COLLINS, ALLAN M., and QUILLIAN, M. ROSS. “Retrieval time from semantic memory.” Journal of Verbal Learning and Verbal Behavior 8, no. 2 (1969): 240–247.
  • Earth Science Curriculum Project. Investigating the earth. Boston: Houghton Mifflin, 1967.
  • EISNER, ELLIOT W. “Instructional and expressive objectives.” In Instructional objectives, edited by W. James Popham, Elliot W. Eisner, Howard J. Sullivan, and Louise L. Tyler. AERA Monographs on curriculum evaluation, no. 3. Chicago: Rand McNally, 1969.
  • FARNHAM-DIGGORY, SYLVIA. Cognitive processes in education. New York: Harper and Row, 1972.
  • FARNHAM-DIGGORY, SYLVIA.. “Toward a theory of instructional growth.” In Cognition and instruction, Edited by David Klahr. Hillsdale, N.J.: Erlbaum, 1976.
  • FILLMORE, CHARLES J. “The case for case.” In Universals in Linguistic theory, Edited by Emmon W. Bach and Robert T. Harms. New York: Holt, Rinehart and Winston, 1968.
  • FRASE, L. T. “Advances in research and theory in instructional technology.” In Review of research in education, no. 3, Edited by Frederick N. Kerlinger. Itasca, Ill.: F. E. Peacock, 1975.
  • FREDERIKSEN, CARL H. “Representing logical and semantic structure of knowledge acquired from discourse.” Cognitive Psychology 7, no. 3 (1975): 371–458.
  • GAGNE, ROBERT M., and BRIGGS, LESLIF. J. Principles of instructional design. New York: Holt, Rinehart and Winston, 1974.
  • GOWIN, D. BOB. “The structure of knowledge.” Educational Theory 20, no. 4 (Fall 1970): 319–328.
  • GOWIN, D. BOB.. “Teachers need knowledge of knowledge.” Cornell Chronicle, 21 April 1977.
  • GOWIN, D. BOB.. “The domain of education.” Mimeographed. Ithaca, N.Y.: Cornell University, 1978.
  • GREENO, JAMES G. “Cognitive objectives of instruction: Theory of knowledge for problem solving and answering questions.” In Cognition and instruction, Edited by David Klahr. Hillsdale, N.J.: Erlbaum, 1976.
  • HAYES, JOHN R. “It's the thought that counts: New approaches to educational theory.” In Cognition and instruction, Edited by David Klahr. Hillsdale, N.J.: Erlbaum, 1976.
  • HUEBNER, DWAYNE E. “The moribund curriculum field: Its wake and our work.” Curriculum Inquiry 6, no. 2 (1976): 153–166.
  • KINTSCH, WALTER. The representation of meaning in memory. Hillsdale, N.J.: Erlbaum, 1974.
  • KLAHR, DAVID, ed. Cognition and instruction. Hillsdale, N.J.: Erlbaum, 1976.
  • LINDSAY, PETER H., and NORMAN, DONALD A. Human information processing. 2nd ed. New York: Academic Press, 1977.
  • LURIA, ALEKSANDR R. The mind of a mnemonist. Translated by Lynn Solotaroff. New York: Basic Books, 1968.
  • MACDONALD-ROSS, M. “Behavioral objectives: A critical review.” In Curriculum design, edited by Michael Golby, Jane Greenwald, and Ruth West. New York: Wiley, 1975.
  • MEYER, BONNIE J. F. “The organization of prose and its effects on memory.” Ph.D. dissertation, Cornell University, 1974.
  • MILLER, GEORGE A. “The magical number seven, plus or minus two: Some limits on our capacity for processing information.” Psychological Review, no. 63 (1956): 81–97.
  • MINSKY, MARVIN. “A framework for representing knowledge.” In The psychology of computer vision, Edited by Patrick H. Winston. New York: McGraw-Hill, 1975.
  • NEISSER, ULRIC. Cognition and reality. San Francisco: W. H. Freeman, 1976.
  • NEWELL, ALLEN, and SIMON, HERBERT A. Human problem solving. Englewood Cliffs, N.J.: Prentice-Hall, 1972.
  • NORMAN, DONALD A., and BOBROW, DANIEL G. “On the role of active memory processes in perception and cognition.” In The structure of human memory, Edited by Charles N. Cofer. San Francisco: W. H. Freeman, 1976.
  • NORMAN, DONALD A., and BOBROW, DANIEL G., ALBERT L. “Comments on learning: Schemata and memory representation.” In Cognition and instruction, edited by David Klahr. Hillsdale, N.J.: Erlbaum, 1976.
  • NORMAN, DONALD A., and BOBROW, DANIEL G., ALBERT L., and RUMELHART, DAVID E. Explorations in cognition. San Francisco: W. H. Freeman, 1975.
  • NOVAK, JOSEPH D. A theory of education. Ithaca, N.Y.: Cornell University Press, 1977.
  • PAIVIO, ALLAN. Imagery and verbal processes. New York: Holt, Rinehart and Winston, 1971.
  • PAIVIO, ALLAN.. “Perceptual comparisons through the mind's eye.” Memory and Cognition 3 (1975): 635–647.
  • PARKER, JOHN C., and RUBIN, LOUIS J. Process as content: Curriculum design and the application of knowledge. Chicago: Rand McNally, 1966.
  • PINES, A. LEON. “Scientific concept learning in children: The effect of prior knowledge on resulting cognitive structure subsequent to A-T instruction.” Ph.D. dissertation, Cornell University, 1977.
  • PINES, A. LEON., GEORGE J.; and VAN KIRK, J. The clinical interview: A method for evaluating cognitive structure. Curriculum Series Research Report, no. 6. Ithaca, N.Y.: Department of Education, Cornell University, 1978.
  • POPHAM, W. JAMES. “Probing the validity of arguments against behavioral objectives.” In Instructional Objectives, edited by W. James Popham, Elliot W. Eisner, Howard J. Sullivan, and Louise L. Tyler. AERA Monographs on curriculum evaluation, no. 3. Chicago: Rand McNally, 1969.
  • POSNER, GEORGE J., and the Cognitive Structure Group, eds. The assessment of cognitive structure. Curriculum Series Research Report, no. 5. Ithaca, N.Y.: Department of Education, Cornell University, 1977.
  • POSNER, GEORGE J., and the Cognitive Structure Group, eds., and RUDNITSKY, ALAN N. Course design: A guide to curriculum development for teachers. New York: Longman, 1978.
  • POSNER, GEORGE J., and the Cognitive Structure Group, eds., and RUDNITSKY, ALAN N., and STRIKE, KENNETH A. “A categorization scheme for principles of sequencing content.” Review of Educational Research 46, no. 4 (Fall 1976): 665–690.
  • PYLYSHYN, ZENON W. “What the mind's eye tells the brain: A critique of mental imagery.” Psychological Bulletin 80, no. 1 (1973): 1–24.
  • QUILLIAN, M. ROSS. “The teachable language comprehender: A simulation program and theory of language.” Communications of the Association for Computing Machinery 12 (1969): 459–476.
  • RIPS, LANCE J.; SHOBEN, EDWARD J.; and SMITH, EDWARD E. “Semantic distance and the verification of semantic relations.” Journal of Verbal Learning and Verbal Behavior 12, no. 1 (1973): 1–20.
  • ROSCH, ELEANOR H. “Natural categories.” Cognitive Psychology 4, no. 3 (1973): 328–350.
  • ROWELL, R. M. “Concept mapping: Evaluation of children's science concepts following audio-tutorial instruction.” Ph.D. dissertation, Cornell University, 1978.
  • RUMELHART, DAVID E. “The structure of stories.” In Representation and understanding: Studies in cognitive science, Edited by Daniel G. Bobrow and Allan Collins. New York: Academic Press, 1975.
  • RUMELHART, DAVID E.. An introduction to human information processing. New York: Wiley, 1977.
  • RUMELHART, DAVID E., and ORTONY, ANDREW. “The representation of knowledge in memory.” In Schooling and the acquisition of knowledge, edited by Richard C. Anderson, Rand J. Spiro, and William E. Montague. Hillsdale, N.J.: Erlbaum, 1977.
  • SCHANK, ROGER C. “The structure of episodes in memory.” In Representation and understanding: Studies in cognitive science, Edited by Daniel G. Bobrow and Allan Collins. New York: Academic Press, 1975.
  • SCRAGG, GREG. W. “Answering questions about process.” In Explorations in cognition, edited by Donald A. Norman and David E. Rumelhart. San Francisco: W. H. Freeman, 1975.
  • SENESH, LAWRENCE. Our working world: New paths in social science curriculum design. Chicago: Science Research Associates, 1973.
  • STEWARI, J. H. “Cognitive structure in college biology students: An investigation of convergent validity of assessment techniques.” Ph.D. dissertation, Cornell University, 1978.
  • STEWARI, J. H., JOSEPH D.; and ROWELL, R. M. “Concept maps: A tool for use in biology teaching.” American Biology Teacher (in press).
  • STRIKE, KENNETH A. “Cognitive structure: Nature and measurement.” In The assessment of cognitive structure, Edited by George J. Posner and the Cognitive Structure Group. Curriculum Series Research Report, no. 5. Ithaca, N.Y.: Department of Education, Cornell University, 1977.
  • STRIKE, KENNETH A., and POSNER, GEORGE J. “Statements of educational objectives: Form and function.” Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1974.
  • STRIKE, KENNETH A., and POSNER, GEORGE J.. “Epistemological perspectives on conceptions of curriculum organization and learning.” In Review of research in education, vol. 4, Edited by Lee S. Shulman. Itasca, Ill.: F. E. Peacock, 1976.
  • TULVING, ENDEL. “The effects of presentation and recall of material in free recall learning.” Journal of Verbal Learning and Verbal Behavior 6, no. 2 (1967): 175–184.
  • TULVING, ENDEL. “Episodic and semantic memory.” In Organization of memory, Edited by Endel Tulving and Wayne Donaldson. New York: Academic Press, 1972.
  • WALKER, DECKER F. “The structure of goals, knowledge and curricula.” Paper prepared for the NIE Invitational Conference on School Organization and Its Effects, San Diego, January 1978.
  • WEIL, MARSHA, and JOYCE, BRUCE R. Information processing models of teaching. Englewood Cliffs, N.J.: Prentice-Hall, 1978.
  • WEINSTEIN, GERALD, and FANTINI, MARIO D., eds. Toward humanistic education: A curriculum of affect. New York: Praeger, 1970.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.