A New Wave of Innovations in Psychology: High Intellectual and Creative Educational Multimedia Technologies

Review of General Psychology

Volumn 5, Issue 3, 2001, Pages 291-315

  Shavinina, Larisa V ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346408128     PISSN: 10892680     EISSN: None     Source Type: Journal    
DOI: 10.1037/1089-2680.5.3.291     Document Type: Article

References (146)

1. Ainsworth, S. E., Bibby, P. A., & Wood, D. J. (1997). Information technology and multiple representations. Journal of Information Technology for Teacher Education, 6, 93-104.
2. Allen, B. S., & Otto, R. G. (1996). Media as lived environments. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 199-225). New York: Macmillan.
3. Anderson, J. R., Boyle, C., & Reiser, B. (1985). Intelligent tutoring systems. Science, 228, 456-462.
4. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. Journal of the Learning Sciences, 4, 167-207.
5. Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29, 3-12.
6. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves. Chicago: Open Court.
7. Bjorklund, D. F., & Schneider, W. (1996). The interaction of knowledge, aptitude, and strategies in children's memory development. In H. W. Reese (Ed.), Advances in child development and behavior (pp. 59-89). San Diego, CA: Academic Press.
8. Blease, D. (1988). Evaluating educational software. London: Croom Helm.
9. Bliss, J., & Ogborn, J. (1989). Tools for exploratory learning. Journal of Computer Assisted Learning, 5, 37-50.
10. Borkowski, J. G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25, 253-257.
11. Borkowski, J. G., & Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 182-200). Cambridge, England: Cambridge University Press.
12. Bowen, S., Shore, B. M., & Cartwright, G. F. (1993). Do gifted children use computers differently? Gifted Education International, 8, 151-154.
13. Brockman, J. (1996). Digerati: Encounters with the cyberelite. San Francisco: Hardwired.
14. Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77-165). Hillsdale, NJ: Erlbaum.
15. Brown, A. L. (1984). Metacognition, executive control, self-regulation, and other even more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and learning (pp. 60-108). Stuttgart, West Germany: Kuhlhammer.
16. Brown, A. L. (1994). The advancement of learning. Educational Researcher, 25(8), 4-12.
17. Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 76-108). Hillsdale, NJ: Erlbaum.
18. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41.
19. Callear, D. (1999, September-October). Intelligent tutoring environments as teacher substitutes: Use and feasibility. Educational Technology, pp. 6-11.
20. Campione, J. C., & Brown, A. L. (1978). Toward a theory of intelligence: Contributions from research with retarded children. Intelligence, 2, 279-304.
21. Carlson, S., & Hawkins, R. (1998, September-October). Linking students around the world: The World Bank's new educational technology program. Educational Technology, pp. 57-60.
22. Carlson, S., & Hawkins, R. (in press). Integrating computers into teaching: Findings from a 3-year program in 15 developing countries. In L. R. Vandervert & L. V. Shavinina (Eds.), Provocative and do-able futures for cybereducation: Leadership for the cutting-edge. Larchmont, NY: Mary Ann Liebert.
23. Case, R. (1995). The development of conceptual structures. In W. Damon, D. Kuhn, & R. Siegler (Eds.), Handbook of child psychology (pp. 745-800). New York: Wiley.
24. Chi, M. T. H., & Greeno, J. G. (1987). Cognitive research relevant to education. In J. A. Sechzer & S. M. Pfafflin (Eds.), Psychology and educational policy (pp. 39-57). New York: New York Academy of Sciences.
25. Chi, M. T. H., & Koeske, R. D. (1983). Network representation of a child's dinosaur knowledge. Developmental Psychology, 19, 29-39.
26. Clinton, W. J. (2000, February 2). Remarks by the president about the digital divide. Retrieved February 23, 2000, from the World Wide Web: http:// www.whitehouse.gov/WH/New/html/19991209. html
27. Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.
28. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 154-185). Hillsdale, NJ: Erlbaum.
29. Costa, E. (Ed.). (1992). New directions for intelligent tutoring systems. Heidelberg, Germany: Springer-Verlag.
30. Damarin, S. K. (1998). Educational technology and multicultural education: The question of convergence. Theory Into Practice, 37, 11-19.
31. Damarin, S. K. (2000, July-August). The "digital divide" versus digital differences: Principles for equitable use of technology in education. Educational Technology, pp. 17-22.
32. Detterman, D. K. (Ed.). (1994). Current topics in human intelligence: Vol. 4. Theories of intelligence. Norwood, NJ: Ablex.
33. DeVillar, R. A., & Faltis, C. J. (1991). Computers and cultural diversity: Restructuring for school success. Albany: State University of New York Press.
34. Editorial introduction to the special issue on Silicon Valley. (1998, November 7). New Scientist, 168, 30.
35. Education in the information society (an initiative of the European Commission). (1996). Bruxelles, Belgium: Office for Official Publications of the European Community.
36. Educational multimedia in Europe (a resolution on educational multimedia prepared by the Counsel of the Ministers of Education of the European countries). (1996). Bruxelles, Belgium: Office for Official Publications of the European Community.
37. Engestrom, Y. (1996). Interobjectivity, ideality, and dialectics. Mind, Culture, and Activity, 3, 259-265.
38. Ferrari, M., Taylor, R., & VanLehn, K. (1999). Adapting work simulations for school: Preparing students for tomorrow's workplace. Journal of Educational Computing Research, 21, 25-53.
39. Feynman, R. (1967). The character of physical law. Cambridge, MA: MIT Press.
40. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillside, NJ: Erlbaum.
41. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-development inquiry. American Psychologist, 34, 906-911.
42. Frasson, C., & Gauthier, C. (Eds.). (1990). Intelligent tutoring systems. Norwood, NJ: Ablex.
43. Gates, W. H. III. (1999, March 22). Bill Gates' new rules. Time, 153, 30-35.
44. Goforth, D. (1994). Learner control = decision making + information: A model and meta-analysis. Journal of Educational Computing Research, 11, 1-26.
45. Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning. Association for Learning Technology Journal, 2(3), 5-34.
46. Gredler, M. E. (1990). Analyzing deep structure in games and simulations. Simulations/Games for Learning, 20, 329-334.
47. Gredler, M. E. (1992). Designing and evaluating games and simulations: A process approach. London: Kogan Page.
48. Gredler, M. E. (1996). Educational games and simulations: A technology in search of a (research) paradigm. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 521-540). New York: Macmillan.
49. Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student centres learning environments. Instructional Science, 25, 167-202.
50. Harper, B., Squires, D., & McDougall, A. (2000). Constructivist simulations: A new design paradigm. Journal of Educational Multimedia and Hypermedia, 9, 115-130.
51. Heinonen, D. P. (1996, June 21). Citoyens de l'Europe. [European Citizens]. Le Monde, p. 3.
52. Hiltz, S. R. (1986). The "virtual classroom": Using computer-mediated communication for university teaching. Journal of Communication, 36, 95-104.
53. Hiltz, S. R. (1990). Evaluating the virtual classroom. In L. M. Harasim (Ed.), Online education: Perspectives on a new environment (pp. 133-183). New York: Praeger.
54. Honebein, P. C., Duffy, T. M., & Fishman, B. J. (1993). Constructivism and the design of authentic learning environments. In T. M. Duffy, J. Lowyck, & D. H. Jonassen (Eds.), Designing environments for constructive learning (pp. 87-108). Berlin: Springer-Verlag.
55. Honour, L., & Evans, B. (1997). Shifting the culture towards electronic learning media: Learning as an interactive experience. In Open classroom II conference: Papers and presentations (pp. 285-294). Athens: Kastaniotis.
56. Javid, M. (in press). Edmonds and Kamiak cyber-schools: Two innovative emerging models for cybereducation. In L. R. Vandervert & L. V. Shavinina (Eds.), Provocative and do-able futures for cybereducation: Leadership for the cutting-edge. Larchmont, NY: Mary Ann Liebert.
57. Jonassen, D. H. (1993). A manifesto to a constructivist approach to the use of technology in higher education. In T. M. Duffy (Ed.), Designing environments for constructive learning (pp. 231-247). New York: Springer-Verlag.
58. Jonassen, D. H. (Ed.). (1996). Handbook of research for educational communications and technology. New York: Macmillan.
59. Jones, A. E. (1997). Reflection-impulsivity and wholist-analytic: Two fledglings? . . . or is R-I a cuckoo? Educational Psychology, 17, 65-77.
60. Jones, S. (Ed.). (1995). Cybersociety: Computer-mediated communication and community. Thousand Oaks, CA: Sage.
61. Kholodnaya, M. A. (1983). The integrated structures of conceptual thinking. Tomsk, Russia: Tomsk University Press.
62. Kholodnaya, M. A. (1997). The psychology of intelligence. Moscow: APN Press.
63. Koschmann, T. (Ed.). (1996a). CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: Erlbaum.
64. Koschmann, T. (1996b). Paradigm shifts and instructional technology. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1-23). Mahwah, NJ: Erlbaum.
65. Lan, J., & Gemmill, J. (2000). The networking revolution for the new millennium: Internet 2 and its educational implications. International Journal of Educational Telecommunications, 6, 179-198.
66. Lave, J., & Wenger, E. (1991). Situated learning. New York: Cambridge University Press.
67. Lefebvre, M. (1997). For better or for worse: The multimedia reign. Focus, 3, 20-22.
68. Leont'ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, NY: M. E. Sharpe.
69. Martinsen, O. (1997). The construct of cognitive style and its implications for creativity. High Ability Studies, 8, 135-158.
70. McAteer, E., Tolmie, A., Duffy, C., & Corbett, J. (1997). Computer-mediated communication as a learning resource. Journal of Computer Assisted Learning, 13, 219-227.
71. McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw-Hill.
72. Merrill, D. C., Reiser, B. J., Ranney, M., & Trafton, J. G. (1992). Effective tutoring techniques: A comparison of human tutors and intelligent tutoring systems. Journal of the Learning Sciences, 2, 277-306.
73. Miller, A. (1996). Insights of genius: Visual imagery and creativity in science and art. New York: Springer-Verlag.
74. Mumford, M. (in press). Cognitive approaches to creativity. In M. A. Runco (Ed.), Handbook of creativity (Vol. 2). Norwood, NJ: Ablex.
75. National Telecommunications and Information Administration. (1999). Falling through the net: Defining the digital divide. Washington, DC: Author.
76. Norman, D. A. (1993). Things that make us smart. Reading, MA: Addison-Wesley.
77. Olson, D. R. (1986). Intelligence and literacy: The relationships between intelligence and the technologies of representation and communication. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence (pp. 338-360). Cambridge, England: Cambridge University Press.
78. Oren, A., Nachmias, R., Mioduser, D., & Lahav, O. (2000). Learnet - A model for virtual learning communities in the World Wide Web. International Journal of Educational Telecommunications, 6, 141-157.
79. Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books.
80. Park, O. (1996). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 634-664). New York: Macmillan.
81. Park, O., Perez, R. S., & Seidel, R. J. (1987). Intelligent CAI: Old wine in new bottles or a new vintage? In G. Kearsley (Ed.), Artificial intelligence and instruction: Applications and methods (pp. 11-45). Reading, MA: Addison-Wesley.
82. Park, O., & Seidel, R. J. (1989). A multidisciplinary model for development of intelligent computer-assisted instruction. Educational Technology Research and Development, 37, 78-80.
83. Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In R. Vasta (Ed.), Annals of child development (Vol. 4, pp. 89-129). Greenwich, CT: JAI Press.
84. Psotka, J., Massey, L. D., & Mutter, S. A. (Eds.). (1988). Intelligent tutoring systems: Lessons learned. Hillsdale, NJ: Erlbaum.
85. Rabinowitz, M., & Glaser, R. (1985). Cognitive structure and process in highly competent performance. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 75-97). Washington, DC: American Psychological Association.
86. Rapaport, M. (1991). Computer-mediated communications. New York: Wiley.
87. Riding, R. (1997). On the nature of cognitive style. Educational Psychology, 17, 29-49.
88. Rieber, L. P. (1992). Computer-based microworlds: A bridge between constructivism and direct instruction. Educational Technology Research and Development, 40, 93-106.
89. Roberts, J. M. (1996). The story of distance education: A practitioner's perspective. Journal of the American Society for Information Science, 47, 811-816.
90. Romiszowski, A. J. (1992). Computer-mediated communications. Englewood Cliffs, NJ: Educational Technology.
91. Romiszowski, A. J., & Mason, R. (1996). Computer-mediated communication. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 438-456). New York: Macmillan.
92. Runco, M. A. (Ed.). (in press). Handbook of creativity (Vols. 1 and 2). Norwood, NJ: Ablex.
93. Runco, M. A., & Albert, R. S. (Eds.). (1990). Theories of creativity. Newbury Park, CA: Sage.
94. Salomon, G., Perkins, D., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9.
95. Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
96. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3, 265-283.
97. Scardamalia, M., & Bereiter, C. (1996). Engaging students in a knowledge society. Educational Leadership, 11, 6-10.
98. Scardamalia, M., Bereiter, C., McLean, R., Swallow, J., & Woodruff, E. (1989). Computer supported intentional learning environments. Journal of Educational Computing Research, 5, 51-68.
99. Schneider, W. (1993). Domain-specific knowledge and memory performance in children. Educational Psychology Review, 5, 257-273.
100. Schofield, J. W., & Evans-Rhodes, D. (1989). Artificial intelligence in the classroom. In D. Bierman, J. Greuker, & J. Sandberg (Eds.), Artificial intelligence and education (pp. 238-243). Springfield, VA: IOS.
101. Schuler, J. (1996). Cyberspace as dream world. Retrieved January 18, 1998, from the World Wide Web: http://www.rider.edu/∼suler/psycyber/ cybdream.html
102. Seidel, R. J., & Park, O. (1994). An historical perspective and a model for evaluation of ITS. Journal of Educational Computing Research, 10, 103-128.
103. Seidel, R. J., Park, O., & Perez, R. S. (1988). Expertise of ICAI: Development requirements. Computers in Human Behavior, 1, 235-256.
104. Shavinina, L. V. (1996a). The objectivization of cognition and intellectual giftedness. High Ability Studies, 7, 91-98.
105. Shavinina, L. V. (1996b). Specific intellectual intentions and creative giftedness. In A. J. Cropley & D. Dehn (Eds.), Fostering the growth of high ability: European perspectives (pp. 373-381). Norwood, NJ: Ablex.
106. Shavinina, L. V. (1997a, July). Educational multimedia of "tomorrow": High intellectual and creative psychoeducational technologies. Paper presented at the European Congress of Psychology, Dublin, Ireland.
107. Shavinina, L. V. (1997b, September). High intellectual and creative technologies as an educational multimedia of the 21st century. Paper presented at the European Open Classroom II Conference: School Education in the Information Society, Sisi, Crete, Greece.
108. Shavinina, L. (1998a). Interdisciplinary innovation: Psychoeducational multimedia technologies. New Ideas in Psychology, 16, 189-204.
109. Shavinina, L. V. (1998b). On Miller's insights of genius: What do we know about it? Creativity Research Journal, 12, 183-185.
110. Shavinina, L. V. (2000). High intellectual and creative educational multimedia technologies. Cyber-Psychology & Behaviour, 3, 1-8.
111. Shavinina, L. V. (in press-a). Non-cognitive mechanisms in high ability. In L. V. Shavinina & M. Ferrari (Eds.), Beyond knowledge: Extracognitive facets in developing high ability. Mahwah, NJ: Erlbaum.
112. Shavinina, L. V. (in press-b). Specific intellectual intentions of the gifted, creative, and talented individuals: Lessons from Nobel laureates. In L. V. Shavinina & M. Ferrari (Eds.), Beyond knowledge: Extracognitive facets in developing high ability. Mahwah, NJ: Erlbaum.
113. Shavinina, L. V., & Ferrari, M. (Eds.), (in press). Beyond knowledge: Extracognitive facets in developing high ability. Mahwah, NJ: Erlbaum.
114. Shavinina, L. V., & Kholodnaya, M. A. (1996). The cognitive experience as a psychological basis of intellectual giftedness. Journal for the Education of the Gifted, 20, 3-35.
115. Shavinina, L. V., & Loarer, E. (1999). Psychological evaluation of educational multimedia. European Psychologist, 4, 33-44.
116. Sherry, L. (2000). The nature and purpose of online discourse. International Journal of Educational Telecommunications, 6, 19-51.
117. Shore, B. M., & Dover, A. C. (1987). Metacognition, intelligence and giftedness. Gifted Child Quarterly, 31, 37-39.
118. Shore, B. M., & Kanevsky, L. S. (1993). Thinking processes: Being and becoming gifted. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 133-147). Oxford, England: Pergamon Press.
119. Shute, V. J. (1991). Who is likely to acquire programming skills? Journal of Educational Computing Research, 7, 1-24.
120. Shute, V. J., & Glaser, R. (1990). A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, 51-76.
121. Shute, V. J., & Psotka, J. (1996). Intelligent tutoring systems: Past, present, and future. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 514-563). New York: Macmillan.
122. Simonton, D. K. (1988). Scientific genius: A psychology of science. New York: Cambridge University Press.
123. Squires, D. (1996). Can multimedia support constructivist learning? Teaching Review, 4(2), 10-17.
124. Sternberg, R. J. (Ed.). (1982). Handbook of intelligence. New York: Cambridge University Press.
125. Sternberg, R. J. (Ed.). (1984). Mechanisms of cognitive development. New York: Freeman.
126. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
127. Sternberg, R. J. (1986). Intelligence applied. San Antonio, TX: Harcourt Brace.
128. Sternberg, R. J. (1987). Intelligence and cognitive style. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: Vol. 3. Conative and affective analyses (pp. 77-97). Hillsdale, NJ: Erlbaum.
129. Sternberg, R. J. (Ed.). (1988a). The nature of creativity. New York: Cambridge University Press.
130. Sternberg, R. J. (1988b). A three-facet model of creativity. In R. J. Sternberg (Ed.), The nature of creativity (pp. 125-147). New York: Cambridge University Press.
131. Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. New York: Cambridge University Press.
132. Sternberg, R. J., & Kaufman, J. C. (1997). Innovation and intelligence testing. European Journal of Psychological Assessment, 12, 175-182.
133. Sternberg, R. J., & Lubart, T. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
134. Suchman, L. (1987). Plans and situated actions: The problem of human/machine communication. New York: Cambridge University Press.
135. Teaching and learning - Towards cognitive society (a white paper of the European Commission). (1995). Bruxelles, Belgium: Office for Official Publications of the European Community.
136. Tikhomirov, O. K. (1981). The psychological consequences of computerization. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 256-278). Armonk, NY: M. E. Sharpe.
137. Tolmie, A., & Boyle, J. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching. Computers & Education, 34, 119-140.
138. U.S. Department of Education. (2000). Call for proposals: Preparing teachers to use technology. Washington, DC: Author.
139. Vandervert, L. R. (1999). Maximizing consciousness across the disciplines: Mechanisms of information growth in general education. In J. S. Jordan (Ed.), Modeling consciousness across the disciplines (pp. 3-25). New York: University Press of America.
140. Vandervert, L. R. (in press). A provocative view of how algorithms of the human brain will embed in cybereducation. In L. R. Vandervert & L. V. Shavinina (Eds.), Provocative and do-able futures for cybereducation: Leadership for the cutting-edge. Larchmont, NY: Mary Ann Liebert.
141. Vandervert, L. R., & Shavinina, L. V. (Eds.), (in press). Provative and do-able futures for cyber-education: Leadership for the cutting-edge. Larchmont, NY: Mary Ann Liebert.
142. VanLehn, K. (1999). Intelligent tutoring systems. Retrieved September 12, 2000, from the World Wide Web: http://www.pitt.edu/∼vanlehn/ ITSseminar99
143. Verona, M. E. (in press). WebSims - Creating an online science lab. In L. R. Vandervert & L. V. Shavinina (Eds.), Provocative and do-able futures for cybereducation: Leadership for the cutting-edge. Larchmont, NY: Mary Ann Liebert.
144. Wellington, J. J. (1985). Children, computers and the curriculum. New York: Harper & Row.
145. Westera, W., & Sloep, P. (in press). The future of competence learning in cyberreality: The virtual learning company and beyond. In L. R. Vandervert & L. V. Shavinina (Eds.), Provocative and do-able futures for cybereducation: Leadership for the cutting-edge. Larchmont, NY: Mary Ann Liebert.
146. Wresch, W. (1996). Disconnected: Haves and havenots in the information age. New Brunswick, NJ: Rutgers University Press.