Previous research has demonstrated that cognitive offloading (i.e., externalizing mental processes) is useful for immediate problem solving. However, long-term effects of cognitive offloading on subsequent problem solving without offloading are remarkably understudied. Our main goal was to investigate the effects of representation control (i.e.,…

The purpose of this experiment was to develop a more explicit conceptual model regarding how learning goals influence learning from text than is currently available. (Author/DEP)

College students received either one half of the objectives for a certain test or no objectives at all. The subjects with objectives performed better than those without on posttest items referenced to their objectives (relevant learning) and less well on items not covered (incidental learning). Findings conflict with previous research. (Author/SE)

Examines the relationship between the number of learning goals and decreased performance on goal-relevant test items, and explores characteristics of goal-descriptive directions that influence the recall of incidental information from text. (BJG)

The effects of requiring an overt or covert response to objectives when grouped before or interspersed throughout a text were investigated for intentional and incidental learning. In addition, two densities of specific and general objectives were investigated. (Author/BW)

The primary finding of this study was that performance increments found with whole presentations of instructional objectives could be achieved with part presentation of objectives and text. In fact, the part presentations resulted in ever greater intentional learning than whole presentations. (Author/BJG)

Examination was made of subject-generated as compared to experimenter-provided underlining of sentences that were least or most important to the overall structure of the passage presented. Additionally, some readers were instructed to underline any one sentence per paragraph, while others were asked simply to read the passage. (Author/BJG)

The results of the study show that illustrations combined with aural stimuli facilitate the learning of prose among six year old students when the choice of objects used in the illustration is not left to the child. (Author/DEP)

Experiment was an attempt to explore the use of instructional objectives as directions that describe the relevant instructional content in written discourse to subjects. (Authors)

Context-dependent metaphoric sentences of literally equivalent paraphrases were used as concluding statements for short didactic passages to investigate whether metaphors help or hinder prose comprehension. Adult participants' recall protocols indicated increased memorability for passages with metaphoric conclusions. (Author/LC)

The effects of four objective treatments (none, before text, after text, and combined before and after text) and two types of experience (practical and experimental) were investigated for intentional and incidental learning. (Author/RC)