This exploratory study applied a proposed force and motion learning progression (LP) to high-school and university students and to content involving both one- and two-dimensional force and motion situations. The Force Concept Inventory (FCI) was adapted, based on a previous content analysis and coding of the questions in the FCI in terms of the…

THIS STUDY CONSISTED OF A SERIES OF EXPERIMENTS DESIGNED TO YIELD DATA ON THE PARAMETERS OF LEARNING IN THESE SITUATIONS--(1) THE QUANTITY OF MATERIAL TO BE LEARNED WAS GREATER THAN USUAL, AND (2) THE SCHEDULING OF LEARNING, REVIEW TRIALS, AND THE AMOUNTS OF MATERIAL PRESENTED WERE VARIED WITHIN A DESIGN JUDGED TO APPROACH OPTIMAL SCHEDULING IN…

Whether knowledge of cognition affects regulation of cognition was studied with 115 college students assigned to differing levels of self-monitoring ability. Results suggest that most college students possess metacognitive knowledge about their learning, although many do not use this to improve their regulation of test performance. (SLD)

In 3 experiments, 1,598 Japanese college students were examined concerning the learning of facts in 2 content domains, baseball and music. Content knowledge facilitated fact learning only in the relevant domain; learning ability facilitated fact learning in both domains. Effects of content knowledge and learning ability were additive. (SLD)

The relationship between trial-to-trial changes in free recall and eight intelligence and memory abilities was investigated in a sample of 72 college students. Despite identical acquisition curves under immediate and delayed recall, differences between the two groups in correlational pattern between recall performance and abilities were striking.…