Understanding Literacy and Cognition

1. Front Matter

   Pages i-viii

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2. Introduction to Part I: Theory

   1. Front Matter

      Pages 1-2

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   2. Literate Thought

      • David R. Olson

      Pages 3-15

   3. A Schoolman’s “Doubtfulness”—Metaphors on Literacy and Cognition

      • Che Kan Leong

      Pages 17-31

   4. Neural Substrate of Cognition and Literacy: Biology as Wish Fulfillment?

      • Merrill Hiscock

      Pages 33-53

   5. From Literacy to Cognitive Science

      • Bikkar S. Randhawa

      Pages 55-72

   6. Cognition and Learning

      • Dennis Hunt

      Pages 73-84

   7. A Framework for Developing Theories About Instructional Effectiveness

      • Philip H. Winne

      Pages 85-125

3. Introduction to Part II: Research

   1. Front Matter

      Pages 127-129

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   2. The Practical Use of Artificial Intelligence in Automated Tutoring: Current Status and Impediments to Progress

      • Gordon I. McCalla, Jim E. Greer

      Pages 131-155

   3. Dual-Route, Act*, and PDP Models of the Acquisition of Word Decoding Skills

      • Fotena A. Zirps, Richard K. Wagner

      Pages 157-172

   4. Through a Looking Glass: Swedish Research on Reading Using the TEXTWINDOW System

      • Robert J. Jarvella, Ingvar Lundberg

      Pages 173-188

   5. Computer Speech in Reading Research, Instruction, and Remediation

      • Leonard P. Haines, Che Kan Leong

      Pages 189-201

   6. Some Re-Thinking of the Psycho-Educational Diagnostic Process from the Perspective of Developing a Computer-Guided Expert System

      • John McLeod

      Pages 203-214

4. Introduction to Part III: Application

   1. Front Matter

      Pages 215-216

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   2. Schooling, Literacy and Cognitive Development: A Study in Rural India

      • J. P. Das, U. N. Dash

      Pages 217-244

   3. Scientific Literacy and the Twenty-First Century

      • Glen Aikenhead

      Pages 245-254

   4. Technological Literacy: Implications for Instruction

      • Reg Fleming

      Pages 255-267

   5. Cognition, Literacy, and Curriculum

      • Trevor J. Gambell

      Pages 269-285

   6. Cognitive Education: A Longitudinal Examination

      • R. F. Mulcahy, D. Peat, G. Mancini, J. Andrews, K. Marfo

      Pages 287-314

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.

• cognition
• cognitive science
• computer
• education
• knowledge
• language
• literacy
• nature
• neuroscience
• research
• school
• state
• technology
• university

• University of Saskatchewan, Saskatoon, Canada

  Che Kan Leong, Bikkar S. Randhawa

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