Feedback is one of the most important factors for successful learning. Contemporary computer-based learning and testing environments allow the implementation of automated feedback in a simple and efficient manner. Previous meta-analyses suggest that different types of feedback are not equally effective. This heterogeneity might depend on learner…

The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into…

The cognitive conflict hypothesis asserts that information that directly contradicts a prior conception is 1 of the prerequisites for conceptual change and other forms of nonmonotonic learning. There have been numerous attempts to support this hypothesis by adding a conflict intervention to learning scenarios with weak outcomes. Outcomes have been…

Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…

By analyzing the open-ended reasons for studying generated by 3 different groups of Korean middle school students, we aimed to provide partial answers to current issues in achievement goal research that are difficult to resolve solely with the use of survey ratings. We categorized student responses using the achievement goal frameworks of Midgley…

A model of expertise in physics was tested on a sample of 374 college students in 2 different level physics courses. Structural equation modeling was used to test hypothesized relationships among variables linked to expert performance in physics including strategy use, pictorial representation, categorization skills, and motivation, and these…

Implicitly repeating categories by presenting words not present in the original categorized list but logically members of previously studied categories significantly increased acquisition and retention relative to repeating category labels, repeating members of categories, and repeating neither labels nor members. The efficiency of repetition…

The complexity hypothesis suggests that the hierarchical arrangement of learning tasks is related to the complexity of the task. Using a definition of complexity based on an analysis of the rules governing performance on a task, the present study lent support to the hypothesis. (Author/GDC)

Effects of task demands, age, and skill level on memory and metamemory performance were examined for 62 average and 66 low-achieving learning-disabled children. Memory improved with age and skill level, and strategic metamemory revealed age and skill-level differences, but taxonomic metamemory revealed age differences in the average group only.…

Thirty graduate students were asked to produce a type of semantic information; they named psychologists who satisfied certain restrictions. Not only was the speed in responding influenced by the speed in which restrictions were given, but the effect of order differed for advanced and beginning students. (Author/RC)

Two experiments were conducted with 124 undergraduate and graduate students to investigate the interaction between strategy use and accessibility to relevant knowledge. Variations in relevant knowledge accessibility significantly affected strategy use on the first memorization trial, and ease of use on the first trial affected maintenance of the…

This study investigated whether giving students generic advance instructions about how to learn classification tasks was effective in facilitating learning of a specific classification task. Results showed that the instruction group and adjunct-questions group did equally well on classifying new and old instances of U.S. Navy call signs.…

Results from the data analysis show that children learn mathematical concepts for clear cases, and that an analysis of attributes common to examples of a given concept is not a prerequisite to concept formation. The protocol findings provide information as to why this may be happening. (Author/PN)