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This debate (cf. Searle et al. 1992) has to be interpreted as a reactive move rather than as a natural extension of the domain of speech act theory. Nevertheless, this reaction, either sceptical (cf. Searle 1992) or optimistic (cf. Dascal 1992, Vanderveken 1992 and 1994), has brought interesting issues which contrast with the various attempts by linguists at extending speech act theory to the domain of discourse.\";s:5:\"thumb\";s:68:\"images/t/813/speech-act-theory-and-the-analysis-of-conversations.jpg\";s:6:\"thumb2\";s:69:\"images/t2/813/speech-act-theory-and-the-analysis-of-conversations.jpg\";s:9:\"permalink\";s:51:\"speech-act-theory-and-the-analysis-of-conversations\";s:5:\"pages\";s:2:\"32\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}i:9;O:8:\"stdClass\":13:{s:2:\"id\";s:4:\"5196\";s:6:\"status\";s:8:\"verified\";s:11:\"author_name\";s:6:\"shinta\";s:9:\"author_id\";s:3:\"377\";s:14:\"author_website\";s:0:\"\";s:5:\"title\";s:126:\"Cognitive Theory and the Design of Multimedia Instruction : An Example of the Two-Way Street Between Cognition and Instruction\";s:11:\"description\";s:1103:\"There is an intertwined and reciprocal relation between cognitive theory
\nand educational practice—a relation that benefits both fields. By intertwined,
\nI mean that it is not possible to understand cognition fully without under-
\nstanding how it works in realistic settings, such as how students learn and
\nthink in educational settings, and it is not possible to reform education
\nappropriately without understanding how people learn and think. By recip-
\nrocal I mean that practical educational problems challenge psychologists to
\nimprove their cognitive theories, and educationally relevant cognitive the-
\nories challenge educators to improve their teaching practices. In this chap-
\nter, I explore a case example of the intertwined and reciprocal relation
\nbetween cognition and instruction by focusing on how cognitive theories of
\nlearning can be used to enhance the learning of college students and other
\nadults and how the challenges of higher education enhance the develop-
\nment of theories of how people learn.
\n\";s:5:\"thumb\";s:140:\"images/t/52/cognitive-theory-and-the-design-of-multimedia-instruction-an-example-of-the-two-way-street-between-cognition-and-instruction.jpg\";s:6:\"thumb2\";s:141:\"images/t2/52/cognitive-theory-and-the-design-of-multimedia-instruction-an-example-of-the-two-way-street-between-cognition-and-instruction.jpg\";s:9:\"permalink\";s:124:\"cognitive-theory-and-the-design-of-multimedia-instruction-an-example-of-the-two-way-street-between-cognition-and-instruction\";s:5:\"pages\";s:2:\"18\";s:6:\"rating\";s:1:\"0\";s:5:\"voter\";s:1:\"0\";}}', `cache_on` = '2015-02-27 11:52:36' WHERE `aff_id` = '506747'