This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders' fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation…

The effect of field independence-dependence match or mismatch within the context of a communication task was examined. Results showed field-independent matched dyads performed better than field-dependent matched dyads, with the mismatched conditions' performance falling between the matched ones. (Author/GK)

The instability of aptitude-learning relations over time is examined. Four tenth grade classes were taught an imaginary science for four days. Achievement and aptitude measures were obtained. Results indicated aptitude-achievement instability over time, as exhibited in different aptitudes being required at different points during instruction.…

In two experiments, the importance of mnemonic illustrations for improving the learning and memory performance of learning disabled adolescents was studied. Results showed that students learned more when they studied passages with mnemonic pictures and that mnemonic instruction facilitated students ability to make inferences about information…

Using 48 undergraduates, this study tested whether improving students' knowledge of balance rules through experience with a balance beam promotes understanding of the weighted mean. Subjects classified as nonbalancers performed significantly better on the transfer problems if they had been given balance training rather than assigned to the control…

Examined the effects of both general and task-specific writing experiences on college students' writing-skill development. As predicted, repeated practice was associated with superior writing skills and after controlling for repeated practice, writing within a specific test domain was associated with superior writing skills. Implications for…

Low IQ subjects do benefit from direct practice on the strategies involved in the solution of complex problems. (Author)

An experiment investigated: (1) how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance; and (2) explored how effort-attributional feedback affected achievement behaviors. Continuous feedback led to high self-efficacy and skillful performance, and effort feedback…

Effects of three variables (learner, task, and treatment characteristics) on subject performance in two basic learning paradigms (Visual discrimination or "matching" and paired-associate tasks) were studied. (Author/RC)

This article reviews progress toward the development of a cognitive theory of aptitude for learning and presents descriptive and precriptive goals for aptitude theories. Preliminary hypotheses about the nature of cognitive processes in aptitude for learning from instruction are reviewed. Twelve constituent points of the descriptive theory are…

This study examined the effects of phonemic analysis and synthesis on a reading analog task. Kindergarteners (n=31) who could not segment syllables into phonemes were assigned to a control group, segmenting training, or segmenting and blending training. Results suggest phonemic awareness skills are causally related to learning to read. (Author/BS)

Three studies investigated whether and under what conditions the addition of on-screen text would facilitate the learning of a narrated scientific multimedia explanation. The overall pattern of results can be explained by a dual-processing model of working memory, which has implications for the design of multimedia instruction. (Author)

Models of self-regulated learning hypothesize that learners selectively match study tactics to varying tasks and diverse goals. In this study, students rated the frequency with which they applied 26 study tactics, used 20 textbook features and other resources, and adopted 30 goals for studying. Findings indicate students' reports of…

G. L. Anderson reported finding an interaction between drill and meaningful methods of instruction with fourth grade student ability and achievement. The reanalysis overturns Anderson's conclusion that there is an aptitude treatment interaction within classes. (BJG)