In educational environments, monitoring persons' progress over time may help teachers to evaluate the effectiveness of their teaching procedures. Electronic learning environments are increasingly being used as part of formal education and resulting datasets can be used to understand and to improve the environment. This study presents…

The present study was an attempt to investigate the effects of two factors - number of defining attributes and the degree to which a student has learned those attributes (level of conceptualization) - on the difficulty of a concept. (Author)

A paradigm for experimental studies of conversation training is developed. This paradigm offers a way of interpreting conservation training studies as well as suggesting several fertile areas for future studies. (Editor)

Authors examined four behavior patterns exibited by students in the classroom. (Editor/RK)

This field study was designed as an examination of the effects of stating self-expectancy for complex learning tasks administered under typical classroom conditions. (Author/RK)

The effects of success, failure, and combined success and failure experiences on three types of persistent behavior were investigated. (Editor)

This study investigated the relationship between students' prior learning (knowledge in a content area) and their level of achievement on criterial tests measuring different educational objectives when receiving instruction via programmed booklets complemented by visuals possessing varying degrees of realistic detail. (Author/RK)

This study reported two attempts to investigate the efficacy of utilizing modeling procedures to alter one's level of behavioral persistence and to measure the extent to which learning occurred following exposure to models. (Author/RK)

The primary purpose of this research was to investigate the short- and long-term retention effects resulting from training students to organize and to classify information to be acquired. (Author)

The question to be answered in the study was: Are there significant differences in learning when students are presented organizers before the learning passages (pre-organizers), after the learning passages (post-organizers), or when they are presented only the learning passages (no-organizers)? (Author)

Attempts to evaluate the effect of various combinations of traditional instructional methods (TM) and personalized instruction (PSI) on final exam scores. It is hypothesized that groups which received PSI combined with enrichment provided by TM will score significantly higher on their cumulative final exam than students who receive instruction by…

Tests Ausubel's (1960) subsumption theory of learning in the context of children's use of causal and logical connectives. Predicts that the acquisition of prior cognitive structure organizers would facilitate the learning and retention of subsequently presented concepts and logical operations and lead to a decrease of syncretic reasoning and…

Study was concerned only with the impact of tutoring on the tutor's learning and attempted to determine whether tutors cognitively restructure the material in anticipation of teaching it to someone else. (Author/RK)

Subjects learned lists of words under conditions of high, medium, or low expectations concerning test-phase cheating and were then tested for recall with cheating precluded. Test performance of subjects expecting to be able to cheat was unexpectedly better, rather than worse, than subjects with low expectations, even when cheating was precluded.…

Examines possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of written guidance (Intermediate and Maximal) provided the learner. (Author/RK)