Corey M. Johnson is Head, Library Instruction, in the Holland Library at Washington State University; e-mail: [email protected]. Carol M. Anelli is Professor of Entomology in Food Nutrition Library at Washington State University; e-mail: [email protected]. Betty J. Galbraith is Science Librarian and Instruction Coordinator in Owen Library at Washington State University; e-mail: [email protected]. ...

This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning i...

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we ...

The efficiency of many cellular processes relies on the defined interaction among different proteins within the same metabolic or signaling pathway. Consequently, a spatial colocalization of functionally interacting proteins has frequently emerged during evolution. This concept has been adapted within the synthetic biology community for the purpose of creating artificial scaffolds. A recent adv...

There has been much interest in using software tools to scaffold learners in complex tasks, that is, to provide supports that enable students to deal with more complex content and skill demands than they could otherwise handle. Many different approaches to scaffolding techniques have been presented in a broad range of software tools. I argue that two complementary mechanisms can explain how a d...

this study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. learners’ prefer- ences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. to this end, a questionnaire was administered to a random sample of 100 participants (50 males and 50 females) studying english (efl) at shi...