We propose Lifelong Learning Organisers (LLOs) as tools to support the capturing, organisation and retrieval of personal learning experiences, resources and notes, over a range of learning topics, at different times and places. The paper discusses general requirements for the design of LLOs based on findings from a diary-based study of everyday…

Investigates the effects of an advance organizer lesson, presenting high-order science concepts and an elementary problem solving strategy for determining causal relations on children's use of operations of exclusion (as defined by Inhelder and Piaget, 1958). Results suggest that acceptable solutions to problems requiring the operations of…

Results obtained from the research were inconsistent, indicating no support for the thesis that objectives aid learning. Research recommendations are submitted, with conclusions drawn reflecting the positive attitudes toward presenting objectives. (JB)

This study investigated the effects of advance organizers on selected cognitive styles and structures within a programmed task of grammatical usage. More specifically, the immediate effects of advance organizers were assessed as they related to subjects' field dependency or independency and high or low levels of prior knowledge of general grammar…

The accuracy of the feeling-of-knowing was assessed with regard to recall and recognition under three conditions: advanced or nonadvanced organizers; learned or nonlearned information; and sex differences. Twenty subjects learned pair-associates and were tested for recall and recognition, accompanied by ratings of feeling-of-knowing strength.…

This study investigated the effects of prefatory statements (advance organizers) on the listening comprehension of 310 Cliffside Park, New Jersey, fourth and fifth graders. Six null hypotheses were tested: two examining the differences in listening comprehension between students of both grade levels who used and did not use prefatory statements;…

Fourty-four published research studies involving advance organizers were reviewed. Twenty-seven studies included an advance organizer vs. a control group (standard advance organizer study) and 17 studies included an advance organizer vs. a post-organizer group (modified advance organizer study). Results of the studies were compared to the…

Using student ability, measured by grade point average and cognitive structure, as measured by the number of high school and college courses in science and mathematics, as predictor variables, the investigator attempted to determine the reliability of the use of advance organizers to enhance the retention of meaningful concepts. Students enrolled…

Three limitations of the Barnes and Clawson review (EJ 135 379), which concluded that advance organizers do not facilitate learning, are discussed. Several theories of the effects of advance organizers on internal cognitive processes are presented, and theory-related studies provide evidence that advance organizers can affect learning in…

Four audio-tutorial units were developed as part of this study to determine the effectiveness of the use of advanced organizers, based on Ausubel's theories, for meaningful learning experiences. In this study an advanced organizer was developed and given to half of the subjects prior to the instructional sequence. A series of micro-learning tasks,…

Adjunct questions are test-like items interspersed at regular intervals, preceding or following prose passages, with the intention of increasing subsequent learning. In this state-of-the-art review, studies which include three major variables--age, ability, and question complexity level--are examined to determine whether a particular combination…