Synthesizing epistemological belief research: Tentative understandings and provocative confusions

Anderson, R. C. (1984). Some reflections on the acquisition of knowledge.Educat. Res. 13: 5–10.

Basseches, M. (1986). Dialectical thinking and young adult cognitive development. In Mines, R. A., and Kitchener, K. S. (eds.),Adult Cognitive Development, Praeger Publishers, New York, pp. 33–45.

Baxter Magolda, M. B. (1992). Students' epistemologies and academic experiences: Implications for pedagogy.Rev. Higher Educat. 15: 265–287.

Beers, S. E. (1988). Epistemological assumptions and college teaching: Interactions in the college classroom.J. Res. Devel. Educat. 21: 87–94.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., and Tarule, J. M. (1986).Women's Ways of Knowing, Basic Books, New York.

Benack, S. (1984). Postformal epistemologies and the growth of empathy. In Commons, M. L., Richards, F. A., and Armon, C. (eds.),Beyond Formal Operations: Late Adolescent and Adult Cognitive Development, Praeger Publishing, New York, pp. 340–356.

Boyes, M. C., and Chandler, M. (1992). Cognitive development, epistemic doubt, and identity formation in adolescence.J. Youth Adolesc. 21: 277–304.

Brabeck, M. M. (1984). Longitudinal studies of intellectual development during adulthood: Theoretical and research models.J. Res. Devel. Educat. 17: 12–27.

Broughton, J. M. (1984). Not beyond formal operations but beyond Piaget. In Commons, M. L., Richards, F. A., and Armon, C. (eds.),Beyond Formal Operations; Late Adolescent and Adult Cognitive Development, Praeger Publishing, New York, pp. 395–411.

Burbules, N. C., and Linn, M. C. (1991). Science education and philosophy of science: Congruence or contradiction?Int. J. Sci. Educat. 13: 227–242.

Chandler, M. (1987). The Othello effect; Essay on the emergence and eclipse of skeptical doubt.Hum. Devel. 30: 137–159.

Chandler, M., Boyes, M., and Ball, L. (1990). Relativism and stations of epistemic doubt.J. Exp. Child Psychol. 50: 370–395.

Cleminson, A. (1990). Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science.J. Res. Sci. Teaching 27: 429–445.

Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies.J. Res. Sci. Teaching. 28: 235–250.

Darling-Hammond, L. (1993). Reframing the school reform agenda.Phi Delta Kappan 753–761.

diSessa, A. A. (1988). Knowledge in pieces. In Forman, G., and Pufall, P. B. (eds.),Constructivism in the Computer Age, Erlbaum, Hillsdale, NJ, pp. 49–70.

Dunkle, M. F., Schraw, G. J., and Bendixen, L. (1993). The Relationship Between Epistemological Beliefs, Causal Attributions, and Reflective Judgment. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta.

Dweck, C. S., and Bempechat, J. (1983). Children's theories of intelligence: Consequences for learning. In Paris, S. G., and Olson, G. M., and Stevenson, H. W. (eds.),Learning and Motivation in the Classroom, Erlbaum, Hillsdale, NJ, pp. 239–256.

Dweck, C. S., and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality.Psychol. Rev. 95: 256–273.

Elbaum, B. E., Berg, C. A., and Dodd, D. H. (1993). Previous learning experience, strategy beliefs, and task definition in self-regulated foreign language learning.Contemp. Educat. Psychol. 18: 318–336.

Fournier, J., and Wineburg, S. S. (1993). Framing Assumptions and the Learning of History. Paper presented at the Annual Conference of the American Educational Research Association, Atlanta.

Gilligan, C. (1982).In a Different Voice. Harvard University Press, Cambridge.

Glenberg, A. M., and Epstein, W. (1987). Inexpert calibration of comprehension.Mem. Cognit. 15: 84–93.

Horwitz, E. K. (1988). The beliefs about language learning on beginning university foreign language students.Modern Lang. J. 72: 283–294.

Jegede, O. J., and Okebukola, P. A. O. (1991). The effect of instruction on socio-cultural beliefs hindering the learning of science.J. Res. Sci. Teaching 28: 275–285.

Jehng, J. J., Johnson, S. D., and Anderson, R. C. (1993). Schooling and student's epistemological beliefs about learning.Contemp. Educat. Psychol. 18: 23–35.

Johnston, P. H. (1985). Understanding reading disability: A case study approach.Harvard Educat. Rev. 55: 153–177.

King, P. M., Kitchener, K. S., Davison, M. L., Parker, C. A., and Wood, P. K. (1983). The justification of beliefs in young adults: A longitudinal study.Hum. Devel. 26: 106–116.

Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing.Hum. Devel. 26: 222–232.

Kitchener, K. S. (1986). The reflective judgement model: Characteristics, evidence, and measurement. In Mines, R. A., and Kitchener, K. S. (eds.),Adult Cognitive Development; Methods and Models, Praeger Publishing, New York, pp. 76–91.

Kitchener, K. S., and King, P. M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education.J. Appl. Devel. Psychol. 2: 89–116.

Kitchener, K. S., and King, P. M. (1990). The reflective judgment model: Ten years of research. In Commons, M. L., Armon, C., Kohlberg, L., Richards, F. A., Grotzer, T. A., and Sinnott, J. D. (eds.),Adult Development 3: Models and Methods in the Study of Adolescent and Adult Thought. Praeger, New York.

Kitchener, K. S., King, P. M., Wood, P. K., and Davison, M. L. (1989). Sequentiality and consistency in the development of reflective judgment: A six-year longitudinal study.J. Appl. Devel. Psychol. 10: 73–95.

Kramer, D. A. (1983). Post-formal operations? A need for further conceptualization.Hum. Devel. 26: 91–105.

Kuhn, D. (1992). Thinking as argument.Harvard Educat. Rev. 62: 155–178.

Labouvie-Vief, G. (1984). Logic and self-regulation from youth to maturity: A model. In Commons, M. L., Richards, F. A., and Armon, C. (eds.),Beyond Formal Operations; Late Adolescent and Adult Cognitive Development, Praeger Publishing, New York, pp. 158–179.

Langer, E. L. (1993). A mindful education.Educat. Psychol. 28: 43–50.

Lavallee, M., Gourde, A., and Rodier, C. (1990). The impact of lived experience on cognitivoethical development of today's women.Int. J. Behav. Devel. 13: 407–430.

Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research.J. Res. Sci. Teaching 29: 331–359.

Linn, M. C., Songer, N. B., and Lewis, E. L. (1991). Overview: Students' models and epistemologies of science.J. Res. Sci. Teaching 28: 729–732.

Livengood, J. M. (1992). Students' motivational goals and beliefs about effort and ability as they relate to college academic success.Res. Higher Educat. 33: 247–261.

McDevitt, T. M. (1990). Mothers' and children's beliefs about listening.Child Study J. 20: 105–128.

McDevitt, T. M., Spivey, N., Sheehan, E. P., Lennon, R., and Story, R. (1990). Children's beliefs about listening: Is it enough to be still and quiet?.Child Devel. 61: 713–721.

McDevitt, T. M., Sheehan, E. P., and McMenamin, N. (1991). Self-reports of academic listening activities by traditional and nontraditional college students.College Student J. 25(1), 478–486.

Miller, R. B., Behrens, J. T., Greene, B. A., and Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence.Contemp. Educat. Psychol. 18: 2–14.

Mtetwa, D., and Garofalo, J. (1989). Beliefs about mathematics: An overlooked aspect of student difficulties.Acad. Ther. 24: 611–618.

Pai, Y. (1990).Cultural Foundations of Education. Merrill Publishing Company, Columbus.

Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct.Rev. Educat. Res. 62: 307–332.

Perry, W. G. Jr. (1968).Patterns of Development in Thought and Values of Students in a Liberal Arts College: A Validation of a Scheme, Cambridge, MA: Bureau of Study Counsel, Harvard University (ERIC Document Reproduction Service No. ED 024315).

Perry, W. G., Jr. (1970).Forms of Intellectual and Ethical Development in the College Years: A Scheme, Holt Rinehart and Winston, New York.

Rigden, J. S., and Tobias, S. (1991). Too often, college-level science is dull as well as difficult.Chron. Higher Educat. 37(28):A52.

Royce, J. R., and Powell, A. (1983).Theory of Personality and Individual Differences: Factors, Systems, and Processes, Prentice-Hall, Englewood Cliffs, NJ.

Ryan, M. P. (1984a). Monitoring text comprehension: Individual differences in epistemological standards.J. Educat. Psychol. 76: 248–258.

Ryan, M. P. (1984b). Conceptions of prose coherence: Individual differences in epistemological standards.J. Educat. Psychol. 76: 1226–1238.

Schoenfeld, A. H. (1983). Beyond the purely cognitive: Beliefs systems, social cognitions, and metacognitions as driving forces in intellectual performance.Cognit. Sci. 7: 329–363.

Schoenfeld, A. H. (1985).Mathematical Problem Solving, Academic Press, New York.

Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of “well-taught” mathematics courses.Educat. Psychol. 23: 145–166.

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension.J. Educat. Psychol. 82: 498–504.

Schommer, M. (1992). Predictors of Epistemological Beliefs: Comparing Adults with Only a Secondary Education to Adults with Post-Secondary Education. Paper presented at the Midwestern Educational Research Association, Chicago.

Schommer, M. (1993a). Epistemological development and academic performance among secondary students.J. Educat. Psychol. 85: 1–6.

Schommer, M. (1993b). Predictors of Epistemological Beliefs: Comparing Adults with Only a Secondary Education to Adults with Post Secondary Education. Paper presented at the Midwestern Educational Research Association, Chicago.

Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In Garner, R., and Alexander, P. (eds.),Beliefs About Text and About Text Instruction, Erlbaum, Hillsdale, New Jersey, pp. 25–39.

Schommer, M., Crouse, A., and Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it's simple doesn't make it so.J. Educat. Psychol. 84: 435–443.

Short, K. G., and Burke, C. L. (1989). New potentials for teacher education: Teaching and learning as inquiry.Elem. School J. 90: 193–206.

Silva, T., and Nicholls, J. G. (1993). College students as writing theorists: Goals and beliefs about the causes of success.Contemp. Educat. Psychol. 18: 281–293.

Sinnott, J. D. (1984). Postformal reasoning: The relativistic stage. In Commons, M. L., Richards, F. A., and Armon, C. (eds.),Beyond Formal Operations: Late Adolescent and Adult Cognitive Development, Praeger Publishing, New York, pp. 298–325.

Songer, N. B., and Linn, M. C. (1991). How do students' views of science influence knowledge integration?J. Res. Sci. Teaching 28: 761–784.

Spiro, R. J. (1989). Epistemological Beliefs Questionnaire. University of Illinois, Center for the Study of Reading, Champaign, IL. Unpublished raw data.

Spiro, R. J., Vispoel, W. L., Schmitz, J., Samarapungavan, A., and Boerger, R. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. In Britton, B. C. (ed.),Executive Control Processes, Erlbaum, Hillsdale, NJ, pp. 177–199.

Spiro, R. J., Coulson, R. L., Feltovich, P. J., and Anderson, D. K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In Patel, V., and Groen, G. (eds.),Tenth Annual Conference of the Cognitive Science Society, Erlbaum, Hillsdale, NJ, pp. 375–383.

Strange, C. C., and King, P. M. (1981). Intellectual development and its relationship to maturation during the college years.J. Appl. Devel. Psychol. 2: 281–295.

Toulmin, S. (1972).Human Understanding: Volume I: General Introduction and Part I. Princeton University Press, New Jersey.

Underhill, R. (1988). Focus on research into practice in diagnostic and prescriptive mathematics. Mathematics learners' beliefs: A review.Focus Learning Prob. Math. 10: 55–69.

Unger, R. K., Draper, R. D., and Pendergrass, M. L. (1986). Personal epistemology and personal experience.J. Soc. Issues 42: 67–79.

Wade, S., and Thompson, A. (1993).Effect of Beliefs on Responses to Historical Information. Paper presented at the Annual Conference of the American Educational Research Association, Atlanta.

Walker, L. (1985). Grammar teaching in Alberta, 1905–1985.Eng. Quart. 18: 24–34.

Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy.Am. Educat. Res. J. 28: 495–519.