This protocol study: (1) tested the instructional use of a model of the decision processes involved in revising after feedback; (2) examined whether feedback specifying a text problem was a stronger cue to revision than feedback summarizing the point of a paragraph or predicting forthcoming text; and (3) compared the quality of texts revised after…

Examines the learning environment and the intellectual variables of grade 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. (Author/DEP)

A study examined second language article acquisition by analyzing the spoken interlanguage of speakers of five different native languages, three with no article system (Chinese, Japanese, and Russian) and two with article systems (Spanish and German). Informal interviews of four speakers of each language at successive levels of interlanguage…

Research on the grammatical cues that guide comprehension of a language and that children are most sensitive to, particularly in Hebrew, is reviewed as an introduction to the first phase of a study conducted with 20 native Hebrew-speaking children aged 4 to 9 in southern California and a group of adults to provide comparative data. The study…

This paper compares three analyses of stimulated-recall data gathered in interviews with 24 elementary school teachers who were reporting their interactive decision making (IDM). Two analyses were quantitative--one an experimental design, the other a content analysis--and one was qualitative. The experimental study found that teachers' reflection…

The effect of testing on student retention was investigated to determine if it was the actual test taking, the prior preparation for the test, or the combination of studying for and taking the test which actually affected retention. Subjects were undergraduate students (N=90) who were divided into two different study conditions, i.e., test and…

The study attempted to measure the impact of diverse instructional methods on individuals whose learning styles tended to fall along a concrete-symbolic continuum as measured by a learning activities questionnaire. Two assumptions were made: (1) those with highly concrete learning styles learn best by direct contact type activities and (2)…

An examination of models which have been employed in making predictions about the interference effect is made. It is pointed out that investigators mainly have relied upon the paired-associate model borrowed from classical studies in the field of verbal learning. This basic paradigm, represented as A-B, A-C, A-B, has produced fairly consistent…

Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)

Describes a study in which the self-reported language learning behaviors of nonnative English-speaking graduate students were described and then related to the students' gains in language proficiency during the course. Findings indicate that there are two different kinds of learning behaviors that can be accounted for by Krashen's…

This report deals with 7th grade pupils' conceptions of mathematics, its learning and teaching. The report focuses on the identification and comparison of views expressed by pupil groups of different mathematical ability and achievement. The analysis is based on the results of the ability tests, subject tests and a questionnaire conducted among…

Findings showed that the different conditions of acquisition produce equivalent long-term retention. (Author/MB)

Major purpose of the study was to investigate the differences in visual fixations and required reading time when common-words questions were placed either before or after paragraphs. (Author)

Phonological coding in printed-word recognition in English was studied by examining the use made of syllable information by skilled and less skilled readers in the second grade and by adults. The results are discussed in terms of an interactive model of reading. (Author/PN)

Working from data originally collected by Kropp and Stoker (ED 010 044) on the validity of Bloom's taxonomy, this paper attempts to demonstrate that a multiplicity of analytic methods leads to a clearer conception of causal relationships than any single method. (Author/MH)