This study examined the effect of scaffolding learning components in a computerized environment, for students solving qualitative science problems in a simulation of laboratory experiments. Four scaffolding components were identified (structural, reflective, subjectmatter and enrichment) and used in different configurations to construct four unique cognitive and meta-cognitive support programs ...

Professor Clark's splendid essayl represents a step forward from which there should/be no retreat. Our defacto moral cognition involves a complex and evolving interplay between, on the one hand, the nondiscursive cognitive mechanisms of the biological brain, and, on the other, the often highly discursive extra-personal" scaffolding" that structures the social world in which our brains are norma...

Steps for Better Thinking, provides a useful conceptual framework for developmental learning as well as providing appropriate curricular strategies for helping students’ transition from one stage to the next. Conceptually, students require the foundational skills or knowledge base necessary in order to successfully transition from one developmental level to the next. Further, this foundational ...

In this article, marking the 65th anniversary of the Journal of Gerontology, we offer a broad-brush overview of the new synthesis between neuroscientific and psychological approaches to cognitive aging. We provide a selective review of brain imaging studies and their relevance to mechanisms of cognitive aging first identified primarily from behavioral measurements. We also examine some new key ...

-In this paper, I examine the pervasive quest for invisible computers, applications, and interfaces in order to make a case for resisting the pressure to standardize platforms for delivering on-line courses and other Web-based applications. We need to be especially wary of the argument that the ideal information resource or technology imposes no cognitive load on its users. Although usability e...

In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience.As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on e...

Mobile technologies provide opportunities for L2 learners to engage in complex interactions involving a multitude of cognitive, meta-cognitive, and affective factors. Understanding the process learners’ mobile language learning thus needs holistic approaches that integratively consider learner attributes their interaction with technologies. In this study, we applied person-centred approach exam...