Arthur C. Graesser, Views from a cognitive scientist: cognitive representations underlying discourse are sometimes social, Discourse Studies 2006 8: 59-66.

• What are some examples of cognitive representations that underlie conversation or other forms of social interaction?
• Why was it established as common thought that computer systems are incapable of becoming “smooth” conversation partners? That is, what qualities do they lack which allow for more realistic conversation?
• What are the differences between active and inert knowledge, and how do they affect decision making?

David H. Reilly, A Knowledge Base for Education: Cognitive Science, Journal of Teacher Education 1989 40: 9-13

• In replacement of what other techniques does the author suggest placing emphasis on enhancing the process in which children learn?  Consider what he suggests a focus on the cognitive approach should come before.
• What key concepts are missing in the behavioristic model of education popularized in the 1950s and 60s?
• By focusing on the different ways the children learn, what improvements in their education does the author foresee?