Two studies are described which (a) determined whether the generality and inclusiveness of advance organizers (AOs) were the same as the mathematical generality or abstractness of concepts that might be used as AOs and (b) measured the effect of programmed recall of AOs in enhancing the learning of a mathematical concept. (DT)

Subjects listened to a short science passage one, two, or three times. Overall amount recalled increased with number of presentations, but recall of conceptual principles and related information increased sharply with repetition, whereas recall of formal equations and concrete analogies did not. Advance organizers functioned similarly. (Author/PN)

Subjects read a text concerning a new computer programing language, with an advance organizer given either before or after reading. On a recall test, there were different patterns of performance. Results suggested that the locus of the effect was at encoding rather than retrieval. (Author/GDC)

Presents 26 annotations from the ERIC database on using study guides, advance organizers, and other concept development strategies. Offers journal articles and material appropriate for secondary grades and college students. (SR)

Investigates the differential effect of an advanced organizer on the meaningful learning and retention of information presented to the learner in a sequential, structured program of individualized instruction. (Author/GS)

A study investigated the effectiveness of using a small-group discussion as the main vehicle for the construction of an initial representation of a problem that activates previously acquired knowledge. College students (N=39) were randomly assigned to either an experimental condition or a control condition and asked to brainstorm about a presented…

College undergraduates read stories from one of two directed perspectives or no directed perspective. An idea's significance in terms of the assigned perspective affected both initial learning and recall one week later. Schemata, or conceptual frameworks, were assumed to aid in memory and retrieval. (Author/GDC)

A teaching model is a distinct set of ordered steps or phases created to achieve certain outcomes. These outcomes are different for different models, although some similarities exist among certain models, thus permitting the formation of model "clusters." These clusters or families include the information processing family, personal family, social…

Two studies were conducted to compare the advance organizer and concept elaboration models of instruction with a task analysis approach. It was hypothesized that the concept elaboration group would achieve significantly higher than either the advance organizer group or the task analysis group on concept learning and principle learning. A pilot…