Students approach learning in different ways, depending on the experienced learning situation. A deep approach is geared toward long-term retention and conceptual change while a surface approach focuses on quickly acquiring knowledge for immediate use. These approaches ultimately affect the students' academic outcomes. This study takes a…

Based on a review of works by Indigenous educators, this paper suggests a four-domain framework for developing course outcome statements that will serve all students, with a focus on better supporting the educational empowerment of Indigenous students. The framework expands the three domains of learning, pioneered by Bloom to a four-domain…

Well-developed career stories are becoming increasingly important for individuals as they navigate an unstable and unpredictable labour market. Existing narrative approaches in career guidance do not yet clearly identify the learning process by which career stories are created. In this article, a model of transformation-through-writing will be…

Current theories of category learning posit separate verbal and nonverbal learning systems. Past research suggests that the verbal system relies on verbal working memory and executive functioning and learns rule-defined categories; the nonverbal system does not rely on verbal working memory and learns non-rule-defined categories (E. M. Waldron…

For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on…

THE LEARNING OF VERBALLY CONDITIONED MATERIAL WAS STUDIED TO CLARIFY SOME OF THE CONDITIONS UNDER WHICH SUCH LEARNING IS ACCOMPANIED BY THE USE OF HIGHER MENTAL PROCESSES, AND THE CONDITIONS UNDER WHICH IT IS NOT. THE STARTING POINT FOR THIS RESEARCH WAS THE PREMISE THAT LEARNING IN VERBAL CONDITIONING CAN OCCUR EITHER WITH OR WITHOUT AWARENESS ON…

Implications of research into human ability and metacognition for adaptive instruction are examined. Traditionally, adaptive instruction has largely involved the adaptation of instruction to suit the cognitive idiosyncrasies of individual learners. Through the development of learning strategies and metacognitive abilities to manage them, this…

This article discusses the historical background of bilingual education and the directions bilingual education has taken in the United States, Canada, Britain, France, and other European countries. Findings concerning the effectiveness of bilingual programs are reported. (CFM)

Preschool children were given a memory task that required repeating a list of animal names and a sentence imitation task. Results confirmed a relationship between word span and language imitation in younger preschool children and the notion of a memory constraint on early spontaneous language. Increasing mastery of linguistic rules appeared to…

Examined relationships among working memory, memory span, and reading skills in children and adults. Found that working memory and short-term memory skills develop through adolescence, but working memory skills show declines in adulthood. Age-related declines in memory appear to be related to the task's processing demands, which may affect the…

George Dunlop saw the need for a scholarly outlet for educational research in Alberta, helped establish the "Alberta Journal of Educational Research," and actively fostered educational research at the University of Alberta until his death in 1966. Dunlop awards are presented for outstanding master's theses and doctoral dissertations by…

Reports on a study of 198 Canadian children, ages 4-8, on their understanding of the role of evidence on the formation of beliefs. Finds that younger children evaluate opinions based on their own beliefs about the situation; older children tend to ascribe knowledge to others on the basis of evidence available to those others. (CFR)

A model of learning from instruction proposed that students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. University students were trained to recognize only or to recognize and cognitively respond to teacher skills in lectures. Additional prelecture practice in recognition enhanced learning.…

Examines subjects' processing in misleading test items. Suggests that the M-power for children, when assessed behaviorally, may increase with age in a discrete manner, and have the potential to generate interval scales of measurement. In addition, suggests that, in light of the results, what statisticians often consider "error of…

Recent findings [Turcotte, Gagnon, & Poirier, 2005. The effect of old age on the learning of supra-span sequences. "Psychology and Aging," 20, 251-260.] indicate that incidental learning of visuo-spatial supra-span sequences through immediate serial recall declines with old age (Hebb's paradigm). In this study, we examined whether…