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Yan, Veronica X.; Sana, Faria – Journal of Cognitive Education and Psychology, 2019
Interleaving examples of to-be-learned categories, rather than blocking examples by category, frequently enhances category induction. The presently dominant theory is that interleaving promotes discriminative-contrast, and suggests that category similarity structure modulates this interleaving benefit: that blocking should benefit learning when…
Descriptors: Learning Processes, Learning Strategies, Discrimination Learning, Learning Theories
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Azpilicueta-Martínez, Raúl – International Journal of English Studies, 2020
The benefits of task-based interaction in Second Language Learning (SLL) have been made increasingly evident in the literature. However, unlike adult studies, only recently has interaction research on EFL children grown in popularity. Most children-based research has focused primarily on Negotiation of Meaning, while other age-related aspects,…
Descriptors: English (Second Language), Second Language Learning, Task Analysis, Age Differences
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Barabási, Tünde – Acta Didactica Napocensia, 2013
One of the most important tasks of the elementary (and not only) education we can find the teaching pupils to learn. The main topic of this paper is the presentation of the effects of teacher's experiences gotten in their own learning process as students or adults on the development of children's learning strategies. As the research was made in…
Descriptors: Learning Experience, Elementary School Teachers, Learning Processes, Learning Strategies
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Chen, Julian ChengChiang – Research-publishing.net, 2014
English as a foreign language (EFL) learners' language use in 3-D virtual environments is a vibrant avenue that still deserves more research attention in the field of CALL. To contribute research and pedagogical implications to the current Second Life (SL) literature, this study aims to examine EFL adult learners' use of communication strategies…
Descriptors: Case Studies, Second Language Learning, Second Language Instruction, Learning Strategies
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Rassaei, Ehsan – Language Teaching Research, 2015
While previous research has indicated that learners with field-dependence (FD) and field-independence (FI) cognitive styles benefit differentially from different instructional modes, previous corrective feedback studies have ignored the issue of matching error correction strategies to learners' cognitive style. To shed some light on this issue,…
Descriptors: Cognitive Style, Second Language Learning, Error Correction, Feedback (Response)
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Weinstein, Yana; McDermott, Kathleen B.; Roediger, Henry L., III – Journal of Experimental Psychology: Applied, 2010
Students are often encouraged to generate and answer their own questions on to-be-remembered material, because this interactive process is thought to enhance memory. But does this strategy actually work? In three experiments, all participants read the same passage, answered questions, and took a test to get accustomed to the materials in a…
Descriptors: Comprehension, Recall (Psychology), Learning Strategies, Questioning Techniques
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Fadde, Peter Jae – Educational Technology Research and Development, 2009
Expertise in domains ranging from sports to surgery involves a process of recognition-primed decision-making (RPD) in which experts make rapid, intuitive decisions based on recognizing critical features of dynamic performance situations. While the development of expert RPD is assumed to require years of domain experience, the transition from…
Descriptors: Instructional Design, Expertise, Recognition (Psychology), Decision Making
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Deeney, Theresa A. – Intervention in School and Clinic, 2008
Although supplemental reading services are meant to improve reading achievement of struggling readers and students with reading disabilities, without concerted effort to ensure communication and coordination with in-school instruction, they may fall short of their desired mark. To promote learning, it is critical that any services provided outside…
Descriptors: Reading Difficulties, Reading Achievement, Reading Instruction, Supplementary Education
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Lehtonen, Annukka; Treiman, Rebecca – Applied Psycholinguistics, 2007
Despite the importance of phonemic awareness in beginning literacy, several studies have demonstrated that adults, including teacher trainees, have surprisingly poor phonemic skills. Three experiments investigated whether adults' responses in phonemic awareness and spelling segmentation tasks are based on units larger than single letters and…
Descriptors: Sentences, Spelling, Syllables, Phonemic Awareness
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Kliegel, Matthias; Altgassen, Mareike – Educational Gerontology, 2006
The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However,…
Descriptors: Intelligence, Adult Learning, Cognitive Ability, Individual Differences