A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a three-dimensional graphical model of the human brain and sections derived from the model, tools for exploring neuroanatomy were developed to encourage "adaptive exploration". This is an…

This study examined how 2 kinds of help when learning from text and pictures (mapping support and instructional guidance through prompts) influence the coherence formation process of integrating information into a mental model. It also explored spatial abilities and working memory span as potential moderators. In a computer-based setting, 84…

A quantitative theory of student trajectories in a computer assisted instruction course for deaf students is developed and tested. The theory rests on certain qualitative assumptions about information processing. The fit of data to theory is reported in terms of the standard scale of grade placement. (Author/DEP)

A direct-instruction approach to computer-assisted instruction is proposed, with the corrective feedback paradigm. Features of the paradigm include adaptive feedback techniques with discrimination training and increasing ratio review. An experiment where 102 undergraduate students learned English-Japanese (transliterated) word pairs demonstrated…

Tree searching was applied as a computer model of simple addition sentences. Results indicated that the number of problem reductions performed in tree searching accounted for most of the variance across problems in student error rate and solution time. The technique constitutes a computer test for the adequacy of a problem solving prescription.…

Ten models are proposed for predicting a student's final grade placement in a computer-assisted instruction curriculum from the time the student spends taking lessons. Two of the simplest models, using only the most recent point and parameters estimated for the whole group, are best at prediction. (Author/RD)

For ninth graders studying three biological concepts via computer-based instruction, decreasing display time of interrogatory examples for incorrect answers and increasing display time for correct answers was the best procedure for two-stage concept learning. Information processing theory and instructional display time as an adaptive design…

Computer-based adaptive instructional strategies for concept learning were investigated. Selection of the number of examples according to on-task information was more efficient than pretask or pretask plus on-task information. A response-sensitive strategy was preferable to a response-insensitive strategy to determine the presentation order of…

Differences in use of selective attention by 64 more successful and 48 less successful readers in the tenth grade were studied. More successful readers are more aware of how and when to use the selective attention strategy and use more conceptual attention while reading than do less successful readers. (SLD)