Bartlett’s Schema Theory and Modern Accounts of Learning and Remembering
Asghar Iran-Nejad and Adam Winsler, University of Alabama
Bartlett, Functionalism, and Modern Schema Theories
William F. Brewer, University of Illinois at Urbana–Champaign
Sources of Internal Self-Regulation with a Focus on Language Learning
Yasushi Kawai, Hokkaido University
Response to “Sources of Internal Self-Regulation with a Focus on Language Learning”
Susan R. Schapiro, University at Buffalo, SUNY
Knowledge, Self-Regulation, and the Brain–Mind Cycle of Reflection
Asghar Iran-Nejad, University of Alabama
Keep the Solution, Broaden the Problem: Commentary on “Knowledge, Self-Regulation, and the Brain–Mind Cycle of Reflection”
Richard S. Prawat, Michigan State University
The Biofunctional Theory of Knowledge and Ecologically Informed Educational Research
George G. Hruby, University of Georgia, Athens
A Nonlinear, GA-optimized, Fuzzy Logic System for the Evaluation of Multisource Biofunctional Intelligence
Abdollah Homaifar, Vijayarangan Copalan, Lynn Dismuke, North Carolina A&T State University, Greensboro, and Asghar Iran-Nejad, University of Alabama
Commentary on: “A Nonlinear, GA-optimized, Fuzzy Logic System for the Evaluation of Multisource Biofunctional Intelligence”
Gerry Dozier, Auburn University
Commentary on “The Nature of Distributed Learning and Remembering”
Edward W. Tunstel, Jr., Jet Propulsion Laboratory, California Institute of Technology
The Brain Between Two Paradigms: Can Biofunctionalism Join Wisdom Intuitions to Analytic Science?
Eleanor Rosch, University of California, Berkeley
Heeding Prawat and Hruby: Toward an Articulation Between Biofunctional and Postmodern Theories of Human Experience
Jerry Rosiek and Asghar Iran-Nejad, University of Alabama
