Contenu du sommaire : Brain, knowledge, and self-regulation 

Brain, knowledge, and self-regulation 

• The current state of the biofunctional theory of cognition - Hidi S. p. 1-4
• Berlett's schema theory and modern accounts of learning and remembering - Iran-Nejad A., Winsler A. p. 5-36
• Bartlett, functionalism, and modern schema theories - Brewer W.F. p. 37-44
• Sources of internal self-regulation with a focus on language learning - Kawai Y., Oxford R.L., Iran-Nejad A. p. 45-60
• Response to "sources of Internal self regulation with a focus on language learning" - Schapiro S.R. p. 61-66
• Knowledge, self-regulation, and the brain-mind cycle of reflection - Iran-Nejad A. p. 67-88
• Keep the solution, broaden the problem: commentary on "knowledge, self-regulation, and the brain-mind cycle of reflection" - Prawat R.S. p. 89-96
• The biofunctional theory of knowledge and ecologically informed educational research - Hruby G.G. p. 97-104
• Rethinking the origin of morality and moral development - Alldredge S., Derryberry W.P., Crowson M., Iran-Nejad A. p. 105-128
• Models of moral development - Thoma S.J. p. 129-136
• A nonlinear, GA-optimized, fuzzy logic system for the evaluation of multisource biofunctional intelligence - Homaifar A., Copalan V., Dismuke L., Iran-Nejad A. p. 137-148
• Commentary on: " A nonlinear, GA-optimized, fuzzy logic system for the evaluation of multisource biofunctional intelligence " - Dozier G. p. 149-152
• The nature of distributed learning and remembering - Homaifar A. p. 153-184
• Commentary on " nature of distributed learning and remembering " - Tunstel E.W. p. 185-188
• The brain between two paradigms: can biofunctionalism join wisdom intuitions to analytic science? - Rosch E. p. 189-204
• Knowledge acquisition and education - Wittrock M.C. p. 205-212
• Issues in self-regulation theory and research - Pintrich P.R. p. 213-220
• Heeding Prawat and Hruby: Toward an articulation between biofunctional and postmodern theories of human experience - Rosiek J., Iran-Nejad A. p. 221-234