John W. Reed

A tribute to John W. Ree

Cognitive skills and their transfer: Discussion

Transfer is involved in all learning, remembering, problem solving and cognitive activities. Thus we need to think of dimensions and extent of transfer rather than simply consider transfer versus non-transfer. Moreover, we should consider transfer of motivation as well as transfer of learned cognitions if we are to understand transfer of learning in educational situations and be helpful to educators. Metacognitive, as well as cognitive, strategies are useful in facilitating transfer in many situations even though they may overload or interfere with transfer in situations where automatized responses are appropriate. We need research to determine when metacognition should be called into play. Research is also needed on the interaction of cognitive and motivational variables affecting transfer.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/26983/1/0000550.pd

The effect of multiple internal representations on context rich instruction

This paper presents n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging studies suggesting the independence of information processing along different modalities: verbal, visual, kinesthetic, social, etc. A study testing the effectiveness of the n-coding construct in an algebra-based mechanics course is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional instruction section used as a control group, each of the remaining three treatment sections were given context rich problems following the 'cooperative group problem solving' approach which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem solving skills were assessed as was conceptual learning using the Force Concept Inventory. However, a number of new measures taking into account students' confidence in concepts were developed to complete the picture of student learning. Results suggest that using the developed n-coding construct to design context rich environments can generate learning gains in problem solving, conceptual knowledge and concept-confidence.Comment: Submitted to the American Journal of Physic

What Theories Underlie the Practice of Faculty Development?

Do We Need a Theory? What Theories Did We Start With? What of the Future? Conclusion Reference

New directions for teaching and learning

Publ. comme no 2, 1980 de la revue New directions for teaching and learningBibliogr. à la fin des textesIndex: p. 113-11

Teaching Tips : strategies, research, and theory for college and university teachers

xx, 444Hlm., Ilus., 21 cm

Psychology

xv, 703 p.; 23 cm

Book Reviews: HANDBOOK OF TEACHER EVALUATION. By Jason Millman (Ed.). Sage Publications, Beverly Hills, CA (348 pages; $27.50), 1981

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67470/2/10.1177_109821408200300109.pd

Individual Conformity To Attitudes Of Face-to-face Groups.

PhDPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/179036/2/0001253.pd

John W. Reed

A tribute to John W. Ree