The purpose of this article is to offer insights into current understanding of digital learning environments (DLEs) from a neuroscientific perspective. Cognitive neuroscience methods are increasingly applied in educational research to examine the neural underpinnings of learning. As such, neuroscientific evidence can play an important role in…

Research on how individuals monitor their level of comprehension during study paints a picture of learners as being insensitive to many of the factors or conditions of learning that can enhance long-term retention and transfer. In previous research, however, deWinstanley and Bjork (2004) demonstrated that learners--if made sensitive to the…

Students' memories and learning strategies are situated in their social relationships, political orientations, cultural meanings, worldviews, and historical experiences. This study uses qualitative research methods to investigate how Canadian students remember and learn about the War on Terror. It deals with the narratives of ninety-nine students…

"The Dialectics of African Education and Western Discourses" addresses how continental Africans who have worked or are currently working in the Canadian academy address their dual legacy of African and Euro-American knowledge paradigms. Reflecting a range of approaches to hegemonic Euro-American paradigms that can be summarized as…

The relationship between learning ability and memory-monitoring performance was studied for 289 undergraduates in a 5-stage feeling of knowing (FOK) procedure with confidence of recognition (COR) judgments. Results show that fast and slow learners do not differ in magnitude of FOK and COR. (SLD)

In three experiments, 172 college students repeatedly read and recalled stories presented in good and poor form to determine whether the memory-enhancing effect of good text organization is transitory or long-lasting and whether it pertains to forgetting as well as learning. Advantages of good form are discussed. (SLD)

Two experiments examined subjects' ability to recognize or to recall sensible, interrelated sentences, with or without added bizarre sentences, either immediately or after two weeks. Results suggested that processing bizarre information can lead to more accurate recognition and recall of the sensible context. (Author/MH)

Teachers were assigned to experimental groups to learn a mathematical structure in a game playing situation. Those using patterns to learn the structure were generally successful while those relying on memory were not. (SD)

Reports a study attempting to measure the extent of the loss of knowledge of chemistry among physiology students, to determine the chemistry knowledge most frequently forgotten, and to devise a laboratory program to strengthen the chemistry background of the students. (EB)

Demonstrates that students who use mnemonic devices in recalling information obtain higher grade point averages than those students not using mnemonics. (RB)

The hypothesis that being questioned about a narrow topic while reading enhances the recall of other material closely related is supported. The relationship between the performances facilitating adjunct questions requires further explanation. (Author/BJG)

The classroom as a context affecting memory was investigated using a multiple time-series design. Two undergraduate classes were given quizzes in their regular classroom over a baseline period, were moved to a different room, and finally were returned to their classroom. Moving had a significant deleterious effect. (Author/RD)

Using a descriptive quantitative methodology for categorical data analysis, investigates whether Chinese students' conceptions of learning included memorization. Explains that the University of Hong Kong students (n=25) ranked six conceptions of learning. Includes references. (CMK)

Five experiments with 586 college students investigated how ability differences, learning task characteristics, and motivational and volitional processes combine to explain performance differences in an associative memory or substitution task. Results are discussed in terms of developing a more comprehensive understanding of learner differences.…

Describes the author's research on learning and brain activity, which involved more than 5,000 students and faculty members. Explores six stages of learning: (1) preparing to learn; (2) starting to learn; (3) consolidation; (4) branching out; (5) gaining fluency; and (6) continued improving. States that merging educational research with…