Karl H. Pribram was a professor at Georgetown University, in the United States, an emeritus professor of psychology and psychiatry at Stanford University and distinguished professor at Radford University. Board-certified as a neurosurgeon, Pribram did pioneering work on the definition of the limbic system, the relationship of the frontal cortex to the limbic system, the sensory-specific "association" cortex of the parietal and temporal lobes, and the classical motor cortex of the human brain. He worked with Karl Lashley at the Yerkes Primate Center of which he was to become director later. He was professor at Yale University for ten years and at Stanford University for thirty years.
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Eleanor Rosch is an American psychologist. She is a professor of psychology at the University of California, Berkeley, specializing in cognitive psychology and primarily known for her work on categorization, in particular her prototype theory, which has profoundly influenced the field of cognitive psychology.
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. Another classification of problem-solving tasks is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is troublesome but it is not clear what kind of resolution to aim for. Similarly, one may distinguish formal or fact-based problems requiring psychometric intelligence, versus socio-emotional problems which depend on the changeable emotions of individuals or groups, such as tactful behavior, fashion, or gift choices.
John Robert Anderson is a Canadian-born American psychologist. As of 2024, he is professor of psychology and computer science at Carnegie Mellon University.
Guided reading is "small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency". The small group model allows students to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
Electracy is a theory by Gregory Ulmer that describes the skills necessary to exploit the full communicative potential of new electronic media such as multimedia, hypermedia, social software, and virtual worlds. According to Ulmer, electracy "is to digital media what literacy is to print". It encompasses the broader cultural, institutional, pedagogical, and ideological implications inherent in the major societal transition from print to electronic media. Electracy is a portmanteau of "electricity" and Jacques Derrida's term "trace".
Colin Lankshear is adjunct professor at James Cook University, Mount St Vincent University and McGill University. He is an internationally acclaimed scholar in the study of new literacies and digital technologies.
James E. Grunig is a public relations theorist, Professor Emeritus for the Department of Communication at the University of Maryland.
Michele Knobel was a Professor of Education in the Department of Teaching and Learning at Montclair State University and an internationally recognized researcher and scholar in the area of literacy education, new literacies and digital technologies.
Donna Alvermann is an American educator and researcher in the field of Language and Literacy Education whose work focuses on adolescent literacy in and out of school, inclusive of new media and digital literacies. Her most recent research interest involves developing historical-autobiographical methods for uncovering silences in scholarly writing that mask more than they disclose. She is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education in the Mary Frances Early College of Education at the University of Georgia (UGA). She is also a UGA-appointed Distinguished Research Professor in the Department of Language and Literacy Education.
Victoria Purcell-Gates is an internationally recognized researcher and professor in the field of literacy education. Using both qualitative and quantitative research methods, Dr. Purcell-Gates' research interests include the social and cultural literacy practices experienced by both children and adults.
Charles M. Reigeluth is an American educational theorist, researcher, and reformer. His research focuses on instructional design theories and systemic transformation of educational systems to be learner-centered: personalized, competency-based, and largely project-based.
Tom L. Humphries is an American academic, author, and lecturer on Deaf culture and deaf communication. Humphries is a professor at the University of California, San Diego (UCSD).
Howard Charles Wainer is an American statistician, past principal research scientist at the Educational Testing Service, adjunct professor of statistics at the Wharton School of the University of Pennsylvania, and author, known for his contributions in the fields of statistics, psychometrics, and statistical graphics.
Jingle-jangle fallacies are erroneous assumptions that either two different things are the same because they bear the same name ; or two identical or almost identical things are different because they are labeled differently. In research, a jangle fallacy is the inference that two measures with different names measure different constructs. By comparison, a jingle fallacy is the assumption that two measures which are called by the same name capture the same construct.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasized five phases of reading instruction in a content domain: observing and personalizing, searching and retrieving, comprehending and integrating, communicating to others, and interacting with peers to construct meaning. CORI instruction was contrasted to experience-based teaching and strategy instruction in terms of its support for motivational and cognitive development.
Quill is a suite of software tools. It was published by D.C. Heath and Company, in Lexington, MA, USA.
Gay Su Pinnell is an American educational theorist and a professor emerita at the School of Teaching and Learning at the Ohio State University. She is best known for her work with Irene Fountas on literacy and guided reading, a teaching framework that laid the groundwork for the Fountas and Pinnell reading levels.
Marcia Elizabeth Farr is an American sociolinguist and ethnographer; she is an Emerita Professor of English and Linguistics at the University of Illinois at Chicago, as well as an Emerita Professor of Education and English at the Ohio State University.
