Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions

We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model incorporates ideas from philosophical epistemology, including a focus on students' multiple means of justification. Concerns regarding the psychometric qualities of quantitative measures of personal epistemology inform this model and its proposed operationalization. We suggest a means of statistical analysis that can be used to assess the construct and predictive validity of this conceptual model by testing the relations among positions, dimensions, and covariates of interest. Future research directions include investigating how individuals choose among various forms of justification.     

LONGITUDINAL STUDIES OF TEST-WISENESS

Longitudinal studies were conducted to examine test-wiseness (tw) with respect to (a) grade differences, (b) grade by sex interaction, and (c) stability. Included in the tw measure were stem-option, absurd-options, similar-options, and specific-determiners. Ss were students in grades 5 through 11; 539 Ss were observed twice with a 2 year interval between observations.
Results indicated (a) significant increases on tw in four of five cases, (b) no sex by grade interaction, and (c) tw as a stable characteristic over the grade levels studied.     

GRADE LEVEL,SEX, AND SELECTED ASPECTS OF TEST-WISENESS1

Measures of four selected aspects of test-wiseness (TW) were constructed for use in grades 5 through 11, and administered to students in two school systems. In each case the grade effects were significant at the .05 level, with a linear trend indicated. There was no evidence of sex, or sex by grade interaction effects.     

On-the-job Training for Engineers Using Hypertext

There is a pressing need for more efficient methods of delivering updated engineering information, especially in the workplace. Hypertext offers the author the ability to structure information in ways which are more flexible than conventional print media. The intention of presenting training material using hypertext is to develop an explorative attitude in the reader. The reader is encouraged to follow his/her own path through the material, with the option of following some topics to a greater depth than would normally be expected. Hypertext also provides a tightly integrated package of information, guidance, and often also the ability to execute programs or procedures described in the document. It can also provide concise support for experts as well as assistance—in the same document. This paper (i) outlines the concepts and facilities in typical hypertext implementations, (ii) describes the reactions that have been obtained in the use of an on-line code of practice (Australian Rainfall and Runoff), and (iii) offers some guidelines for structuring engineering documents for hypertext.