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Son, Yonggi; Gurvitch, Rachel; De Luna, Wellington; Carmon, Angela – Journal of Physical Education, Recreation & Dance, 2023
The Cognitive Load Theory (CLT) aims to foster learning productively under optimal cognitive loads. Students across all ages and stages of learning have limited capacity due to the human brain's functionality. Therefore, an effective learning design allows for knowledge acquisition that will minimize the loading effect on the working memory and…
Descriptors: Cognitive Processes, Difficulty Level, Productivity, Learning Processes
Learning Processes and Approaches: Examining Their Interrelationships to Understand Student Learning
Chennamsetti, Prashanti – Online Submission, 2008
The purpose of this paper is to explore the relationship between two contrasting research paradigms, namely, cognitive and experiential research, a significant literature review previously unaddressed. To achieve this objective, a conceptual description of three theoretical frameworks, Dual-Store model, Levels of Processing (LOP; drawn from…
Descriptors: Learning Strategies, Learning Processes, Cognitive Psychology, Teaching Methods
Kaufman, Judith S.; And Others – 1995
Memory work has potential usefulness as a method of helping students explore their relationship to science. Students have multiple early experiences with the natural world, but often these experiences are divorced from their school-based learning. It is known, however, that students use their informal experiences of the natural world in their…
Descriptors: Constructivism (Learning), Higher Education, Learning Processes, Learning Strategies
Bower, B. – Science News, 1992
A study that has uncovered robust memories among former students for material learned in a college course after as long as 11 years is discussed. This is in contrast to the widespread conviction that the passing of years wipes away most recollections of concepts and facts learned in school. (KR)
Descriptors: Elementary Secondary Education, Higher Education, Knowledge Level, Learning Processes
Zambon, Franco – 1997
This study sought to determine a useful frequency for refreshing students' memories of complex procedures that involved a formal computer language. Students were required to execute the Microsoft Disc Operating System (MS-DOS) commands for "copy,""backup," and "restore." A total of 126 college students enrolled in six…
Descriptors: College Students, Computer Literacy, Higher Education, Learning Processes

Dean, Raymond S.; And Others – Contemporary Educational Psychology, 1983
In experiment one, subjects learned a word list in blocked or random forms of auditory/visual change. In experiment two, high- and low-conceptual rigid subjects read passages in shift conditions or nonshift, exclusively in auditory or visual modes. A shift in modality provided a powerful release from proactive interference. (Author/CM)
Descriptors: Auditory Stimuli, Cognitive Style, Educational Psychology, Higher Education

Waldrop, M. Mitchell – Science, 1987
Explores the central thesis of cognitive science that the mind is an information processor. Discusses the study of reading as an opportunity to gain insight into how that processor works. Provides several examples that illustrate some of the relationships between eye movement, short-term memory, and long-term memory. (TW)
Descriptors: Cognitive Processes, Cognitive Psychology, College Science, Eye Fixations
Kiewra, Kenneth A. – Engineering Education, 1987
Argues that most teachers do not understand the nature of human memory. Presents an informal introduction to human memory, including information on long-term retention, prior knowledge, retrieval, and cues. States that instructors can design memory-compatible instruction that makes recording and retrieval of new knowledge easier. (TW)
Descriptors: College Science, Cues, Encoding (Psychology), Engineering Education

Bostrom, Robert N.; Waldhart, Enid S. – Communication Education, 1988
Noting weaknesses in "standard" methods of measuring listening skills, developes a five-factor model utilizing three different kinds of memory and adding tasks requiring interpretation and concentration. Varying subscales--with the exception of the interpretive task--are found to be sufficiently reliable for research purposes. (NH)
Descriptors: Audiotape Recordings, Higher Education, Language Research, Learning Processes
Semb, George B.; Ellis, John A. – 1992
The question examined in this paper is: what is known exactly about variables that affect long-term retention of knowledge learned in school? U. Neisser (1982) asserts that "it is difficult to find even a single study, ancient or modern, of what is retained from academic instruction." Further, popular belief holds that much of the knowledge…
Descriptors: College Graduates, Educational Research, Higher Education, Individual Differences
Cuasay, Peter – Higher Education Extension Service Review, 1992
This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy,…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Processes, Cognitive Style