The review demonstrates that studies of the role of instructional sequencing provide an important test of the assimilation-to-schema theory, and that many apparent inconsistencies in the literature may be better understood by an analysis of the internal assimilation process. (Author)

Outlines a proposed model for understanding the human information processing system, which is conceptualized in terms of three interrelated major elements--executive, working, and long-term memory--with emphasis on the structure of long-term memory. Thirty-one references are listed. (MBR)

Describes BACEIS (Behavior, Attitudes, Cognition, Environment viewed as Interactive Systems), a comprehensive theoretical model that includes internal and external factors affecting the development, retention, and transfer of thinking and learning skills. Uses of the model in instructional design, to guide research, and to critique existing…

A look at an experiment using prose in which questions are categorized as 1) active; or 2) passive. (HB)

Describes two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they relate to domain-specific knowledge and cognitive abilities. It is argued that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and…

New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done…

The study reported investigated the role of memory aids in conjunctive and biconditional inductive processes of attribute-identification and rule-learning tasks, using 132 tenth grade students as subjects. Fifteen references are listed. (CHC)

Defines metacognition, examines metacognitive differences in learners, reviews past and current developments in intelligent tutoring systems, and introduces a computer-based system to help learners develop metacognition in studying from texts. Presents results of a study that analyzed the learning methods of students and makes suggestions for…

Tests the effectiveness of CONTACT-2, a revision of CONTACT strategy, which uses continuous, computer-assisted activation of learner conceptions in text processing. CONTACT-2 was found to be more effective as a process-oriented instructional strategy. Student subjects in grades five and six with the CONTACT-2 condition constructed better…