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  1. Analogical Retrieval of Folktales: A Cross-Cultural Approach.Saba Torabian, Zhe Chen, Beth A. Ober & Gregory K. Shenaut - 2017 - Journal of Cognition and Culture 17 (3-4):281-305.
    This cross-cultural study addressed how individuals retrieve and transfer naturally learned information from long-term memory by analogy with a previously unencountered story, concept, or problem. American and Iranian participants read target stories constructed to be analogous to folktales either familiar or unfamiliar to their culture, all having high structural familiarity and either high or low surface similarity to the source folktales. Participants reported whether targets reminded them of any specific folktale they had learned in the past; positive responses plus additional (...)
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  • How to Do Things with Mouse Clicks: Applying Austin’s speech act theory to explain learning in virtual worlds.Swee-Kin Loke & Clinton Golding - 2016 - Educational Philosophy and Theory 48 (11):1168-1180.
    This article addresses learning in desktop virtual worlds where students role play for professional education. When students role play in such virtual worlds, they can learn some knowledge and skills that are useful in the physical world. However, existing learning theories do not provide a plausible explanation of how performing non-verbal virtual world actions (e.g. performing a virtual chest examination in a virtual hospital) can lead to the learning of the physical world equivalent. Some theories are particularly implausible because they (...)
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  • Domain-Specific and Unspecific Reaction Times in Experienced Team Handball Goalkeepers and Novices.Fabian Helm, Mathias Reiser & Jörn Munzert - 2016 - Frontiers in Psychology 7.
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  • Knowledge Without Contexts? A Foucauldian Analysis of E.L. Thorndike’s Positivist Educational Research.Antti Saari - 2016 - Studies in Philosophy and Education 35 (6):589-603.
    The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational psychology is analyzed as a case in point. It will be shown that Thorndike’s positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault’s history of the human sciences reveals that there (...)
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