ISBN:
9781468457483
Language:
English
Pages:
Online-Ressource
,
online resource
Edition:
Springer eBook Collection. Humanities, Social Sciences and Law
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Keywords:
Education
Abstract:
to Part I: Theory -- 1 Literate Thought -- 2 A Schoolman’s “Doubtfulness”—Metaphors on Literacy and Cognition -- 3 Neural Substrate of Cognition and Literacy: Biology as Wish Fulfillment? -- 4 From Literacy to Cognitive Science -- 5 Cognition and Learning -- 6 A Framework for Developing Theories about Instructional Effectiveness -- to Part II: Research -- 7 The Practical Use of Artificial Intelligence in Automated Tutoring: Current Status and Impediments to Progress -- 8 Dual-Route, ACT*, and PDP Models of the Acquisition of Word Decoding Skills -- 9 Through a Looking Glass: Swedish Research on Reading Using the TEXTWINDOW System -- 10 Computer Speech in Reading Research, Instruction, and Remediation -- 11 Some Re-thinking of the Psycho-Educational Diagnostic Process from the Perspective of Developing a Computer-Guided Expert System -- to Part III: Application -- 12 Schooling, Literacy and Cognitive Development: A Study in Rural India -- 13 Scientific Literacy and the Twenty-First Century -- 14 Technological Literacy: Implications for Instruction -- 15 Cognition, Literacy, and Curriculum -- 16 Cognitive Education: A Longitudinal Examination -- On Literacy and Cognition: A Critical Summation -- Editors’ Addendum.
Abstract:
What does it me an to be literate? What does it mean to be a cognizing individual? What is the nature of cognizing? These are not new questions. They have been treated as "philosophical puzzles" to be pondered systema tically in the hope of some eventual solution. They have also been viewed as sets of "language games" with their own rules to enable the individual to understand the world. These age-old and significant issues gain renewed meaning with our advances in technology and neurosciences. Psychologists and educators would need to be aware of the explicit knowledge needed to prepare their students to be literate individuals. These were some of the questions that a small number of psychologists, educators, and computer scientists attempted to answer when they gathered for the Symposium Literacy and Cognition, which was held at the University of Saskatchewan, Saskatoon, Canada from 29th to 31st October, 1987. The occasion also marked the sixtieth anniversary of the College of Education of the University, which had as its beginning the Normal School for the Province of Saskatchewan. We are grateful to the presenters for their presentations and their written papers, and also to our other colleagues from the United States and Sweden for their contributions to the multi faceted theme of literacy and cognition. There are many other people whom we would like to thank. These include: Dr. Sylvia Fedoruk, Chancellor of the University and Lieutenant Governor of Saskatchewan, for her opening remarks at the Symposium; Dr.
Description / Table of Contents:
to Part I: Theory1 Literate Thought -- 2 A Schoolman’s “Doubtfulness”-Metaphors on Literacy and Cognition -- 3 Neural Substrate of Cognition and Literacy: Biology as Wish Fulfillment? -- 4 From Literacy to Cognitive Science -- 5 Cognition and Learning -- 6 A Framework for Developing Theories about Instructional Effectiveness -- to Part II: Research -- 7 The Practical Use of Artificial Intelligence in Automated Tutoring: Current Status and Impediments to Progress -- 8 Dual-Route, ACT*, and PDP Models of the Acquisition of Word Decoding Skills -- 9 Through a Looking Glass: Swedish Research on Reading Using the TEXTWINDOW System -- 10 Computer Speech in Reading Research, Instruction, and Remediation -- 11 Some Re-thinking of the Psycho-Educational Diagnostic Process from the Perspective of Developing a Computer-Guided Expert System -- to Part III: Application -- 12 Schooling, Literacy and Cognitive Development: A Study in Rural India -- 13 Scientific Literacy and the Twenty-First Century -- 14 Technological Literacy: Implications for Instruction -- 15 Cognition, Literacy, and Curriculum -- 16 Cognitive Education: A Longitudinal Examination -- On Literacy and Cognition: A Critical Summation -- Editors’ Addendum.
DOI:
10.1007/978-1-4684-5748-3
URL:
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