We examined whether input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared the primed production of English passives by 235 L2 and native English speakers in reading-to-writing versus listening-to-writing conditions. We measured immediate…

The cognitive theory of multimedia learning postulates learning information in a dual-modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem-solving learning, but not retention-based learning. This divergence in findings can be explained by…

Aptitude-treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner-internal individual difference factors and learner-external contextual variables including instructional approach--variables that jointly determine L2 outcomes.…

From a theoretical perspective, most discussions of statistical learning (SL) have focused on the possible "statistical" properties that are the object of learning. Much less attention has been given to defining what "learning" is in the context of "statistical learning." One major difficulty is that SL research has…

The aim of this study was to investigate the effects of cognitive task complexity and individual differences in input, processing, and output anxiety (IPOA) on L2 narrative production. The participants were enrolled in a bilingual secondary educational program. They performed two narrative tasks in speech and writing. The participants' level of…

Pertinent research literature recognizes the importance of using multimodalities to enhance and extend ways of learning across the curriculum in such subject areas as literacy, geology, media studies, physical education, social studies and disabilities studies. As an action researcher who constantly seeks ways to improve my own classroom practice,…

This meta-analysis combines the effect size (ES) of 40 explicit memory experiments in populations with intellectual disability (ID). Eight meta-analyses were performed, as well as contrast tests between ES. The explicit memory of participants with ID was inferior to that of participants with typical development (TD). Relatively preserved explicit…

Educationists and researchers who consider the use of the learning style concept to address individual differences in learning are often daunted by the multitude of definitions, models, and instruments. It is difficult to make an informed choice. The confusion with cognitive style, a term often used as a synonym, makes it even more complicated.…

A study was conducted to determine if students who depend on an analytical cognitive style will learn more when matched with a step-by-step treatment, and whether students who depend on a holistic cognitive style will learn more when matched with an all-at-once treatment. To test these hypotheses, scores on the Wechsler Verbal Similarities Test…

The Learning Style Inventory (LSI) measures an individual student's learning style and preference for physical learning environment. LSI scores for 321 students in grades 3, 6, and 7 were correlated to their self-concept scores. Eight LSI variables discriminated significantly between subjects with high and low self-concepts. (SJL)

When presented with the option to use a new instructional technology, students often face an approach-avoidance conflict. This study explored promotion and prevention orientations, concepts linked to approach and avoidance in Higgins's regulatory focus theory, in the choice to attend lectures or watch them online. Openness, a core disposition in…

Thirteen New York City third graders and 72 sixth graders completed a state reading test and the Learning Style Inventory (LSI) by Dunn, Dunn, and Price. Eleven LSI variables accounted for significant differences between high and low achievers in reading. Variables include preferred learning environment, learning modalities, and personality…

Groups of extrovert, ambivert, and introvert children, aged 8, saw pictures with a taped commentary about each. On an immediate recall test, extroverts recalled most if given the commentary before the picture, introverts did best when the picture came first, and ambiverts performed similarly in both conditions. (Author/SJL)

This study profiled the preferred productivity and learning style preferences of 63 off-campus and 43 on-campus distance education students enrolled at Marshall University in Huntington, West Virginia, during Spring 1995. Using the Productivity Environmental Preference Survey (PEPS), it found no overall differences between the productivity and…

This study investigates the preference and ability components of cognitive style as measured by a verbal test for fifth-grade children. Performances from an intellectual ability test, a pictorial cognitive style test, and school achievement tests were included as construct validity variables. The results supported conclusions drawn by Robinson and…