Describes a study which examined the stability of both cognitive and affective "aptitudes" as they relate to learning. Seventh-grade students learned language concepts for 5 weeks and 3 achievement measures were administered. Analysis of aptitude-achievement relations indicate some aptitudes relate differentially to achievement during learning.…

Cognitive load theory suggests that the manner in which information is presented can interfere with learning. For example, in studying equations with unfamiliar notations, a heavy extraneous cognitive load is generated because mental integration of notations and meanings is required. Discusses four experiments with high school students designed to…

An overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development. (Author)

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…

Note taking and verbalization are considered as instrumental student activities which influence the relationship between the learning task and the learning outcomes. Alternative theoretical explanations for the effects of note taking and verbalization are discussed, and a structure for future research on these topics is provided. (Author)

Reports on a qualitative study of teaching-learning by analogy that explores whether fifth-grade students' successful use of analogy in learning science was related to their understanding of a specific analogy; their metacognitive awareness of how the analogy was to be used and of the changes produced in their conceptual structures. (57…