The implications for education are discussed in an experiment that measured student desire to achieve either at a high or low standard in the classroom. (Editor/RK)

The main objective of the Goteborg Project on Non-Verbatim Learning was to arrive at a commensurable description of the process and outcome of non-verbatim learning, also referred to as meaningful verbal learning. Such a description was thought to be a necessary presupposition for any explanatory models both in experiments on learning and in the…

Describes two experiments in which high school students who studied a map/prose combination expected either a spatial/locational or verbal/event posttest. Results indicate test expectation instructions significantly influenced kinds of information students were able to recall, and type of preinstructional expectation had a pronounced effect on how…

COMBINED VISUAL-AUDITORY METHODS FOR TEACHING WERE TESTED, USING AURALLY HANDICAPPED AND NORMAL CHILDREN AS SUBJECTS, TO DEVELOP COMPARATIVE STATISTICS OF LEARNING ABILITY AND AUDITORY TRAINING BENEFITS OVER CONVENTIONAL UNISENSORY TEACHING TECHNIQUES. THE STUDY SAMPLE CONSISTED OF 2,500 CHILDREN. IN THE EXPERIMENTAL PROCEDURE, THE CHILDREN WERE…

Discussion of individual learning styles focuses on a study of 13-year-old students in the United Kingdom that investigated the development of a computer-presented test of verbal-imagery learning styles. Ability grouping and test performance results are described, and implications for computer-based training (CBT) are discussed. (six references)…

The present experiment investigated: (1) the effect of pictorial elaboration on low socioeconomic-status Mexican-American children's long term memory for noun pairs; (2) the effects of labeling mode on estimates of paired-associate acquisition and retention; and (3) the interrelationships between paired-associate task performance and school…