Research in Science Education

, Volume 10, Issue 1, pp 45–53

Word association and the description of cognitive structure

  • Richard F. Gunstone


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. BOUSFIELD, W.A. & SEDGEWICK, C.. An analysis of the sequences of restricted associative responses.Journal of General Psychology, 1944, 30, 149–165.Google Scholar
  2. GEESLIN, W.E. & SHAVELSON, R.J.. An exploratory analysis of the representation of a mathematical structure in students' cognitive structures.American Educational Research Journal, 1975, 12, 21–39.Google Scholar
  3. GUNSTONE, R.F. & WHITE, R.T. A matter of gravity. Paper given at the meeting of the Australian Science Education Research Association, Melbourne, May, 1980.Google Scholar
  4. JOHNSON, P.E.. Some psychological aspects of subject matter structure.Journal of Education Psychology, 1967, 58, 75–83.Google Scholar
  5. JOHNSON, P.E.. On the communication of concepts in science.Journal of Educational Psychology, 1969, 60, 32–40.Google Scholar
  6. MAYER, R.E.. Information processing variables in learning to solve problems.Review of Educational Research, 1975, 45, 525–541.Google Scholar
  7. MAYER, R.E. & GREENO, J.G.. Structural differences between learning outcomes produced by different instructional methods.Journal of Educational Psychology, 1972, 63, 165–173.Google Scholar
  8. PINES, A.L. Scientific concept learning in children: The effect of prior knowledge on resulting cognitive structure subsequent to A-T instruction. Unpublished doctoral dissertation, Cornell University, 1977.Google Scholar
  9. POLLIO, H.R..The structural basis of word association behaviour. The Hague: Mouton, 1966.Google Scholar
  10. RUDNITSKY, A.N. Content structure, cognitive structure and their relationship: A methodological investigation. (Doctoral dissertation, Cornell University, 1976)Dissertation Abstracts International, 1977, 37, 6251A.Google Scholar
  11. RUMELHART, D.E. & NORMAN, D.A.. Accretion, tuning and restructuring: Three modes of learning. In R.L. Klatzky & J.W. Cotton (Eds.)Semantic factors in cognition. Hillsdale, N.J.: Lawrence Erlbaum, 1978.Google Scholar
  12. SHAVELSON, R.J.. Some aspects of the correspondence between content structure and cognitive structure in physics instruction.Journal of Educational Psychology, 1972, 63, 225–234.Google Scholar
  13. SHAVELSON, R.J.. Learning from physics instruction.Journal of Research in Science Teaching, 1973, 10, 101–111.Google Scholar
  14. SHAVELSON, R.J. & STANTON, G.C.. Construct validation: Methodology and application to three measures of cognitive structure.Journal of Educational Measurement, 1975, 12, 67–85.CrossRefGoogle Scholar
  15. STEWART, J.H.. Content and cognitive structure: Critique of assessment and representation techniques used by science education researchers.Science Education, 1979, 63, 295–405.Google Scholar
  16. STRIKE, K.A. & POSNER, G.J.. Epistemological perspectives on conceptions of curriculum organisation and learning. In L.S. Shulman (Ed.)Review of research in education 4. Itasca, Ill.: Peacock, 1976.Google Scholar
  17. SUTTON, C.R. The learner's prior knowledge.European Journal of Science Education, in press.Google Scholar
  18. WHITE, R.T. Describing cognitive structure. Proceedings of the annual conference of the Australian Association for Research in Education, Melbourne, 1979, 198–212.Google Scholar

Copyright information

© Australian Science Research Association 1980

Authors and Affiliations

  • Richard F. Gunstone

There are no affiliations available

Personalised recommendations