This article considers the theoretical argument of anthropologist Tim Ingold, that the denial and subsequent encasement of bare feet in footwear was a critical characteristic of the development of modern societies, in exploring three aspects of feet, footwork, and footwear in the history of the modern school. First, the material conditions of feet…

Three language-delayed autistic children (6-11 years old) were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicated…

Two autistic children (5 and 13 years old) acquired functional sight-word reading skills in a play activity. Ss gained access to preferred toys by selecting toy labels in tasks requiring increasingly complex visual discriminations. Ss showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. (Author/CL)

Provides a concrete example of the use of successful incidental learning techniques in the classroom to improve science content instruction. (LZ)

Reviews recent research on the developmental course of attentional processes, suggesting that more emphasis be given to understanding the basis of interference from irrelevant stimuli when it occurs. (Author/RH)

Incidental teaching and traditional discrete-trial procedures were used to teach two children (ages 10 and 12) with autism the expressive use of two color adjectives. Results demonstrated that traditional discrete-trial teaching was more efficient and produced faster acquisition but incidental teaching resulted in greater generalization and equal…

Performance on tasks of memory and of attention was consistently interrelated for nonlearning disabled children and less consistently so for learning disabled subjects. Hyperactivity was also related to poorer performance on the cognitive measures. (Author/DB)

Strategies of allocating attention to information and incidental learning task performance were assessed among 60 children from grades 2, 5, and 8. Children's predictions about their recall of incidental objects and answers to a posttest questionnaire provided verbal measures of their understanding of attention. (Author/RH)

Primary-aged students (N=5) with moderate mental retardation were taught to read environmental sight words and assessed for observational cross-learning of other students' words. Results indicate that the constant time delay method was effective in teaching sight words to four students and all students acquired some information targeted for other…

The incidental and intentional learning abilities of high- and low-test-anxious second, fourth, and sixth grade children were explored. (BRT)

The effects of incidental learning were assessed in 2 experiments involving 201 seventh graders in Poland through an experimental paradigm based on the levels of processing theory. Data suggest that an important aspect of intelligence is "opportunistic" learning (learning in advance). Intelligent people take cognitive advantage of…

The purpose of the study was to examine test bias and the "non-effects" of schooling. Teachers were given a list of words selected from standardized vocabulary tests and asked to indicate the words they had taught. The words were classified by the grade level at which they were first introduced. Ninety-five third-grade students in four schools…

The mnemonic consequences of semantic, acoustic, and orthographic encoding and the relationships between encoding and retrieval cues were investigated in an incidental-learning experiment involving 24 first-, third-, and fifth-grade pupils. Each child was asked one orienting question for each of 18 words; the questions differed in the type of…

Tests second- and sixth-grade students' incidental memory for words under acoustic- and semantic-processing conditions. The findings were predicted by an associative-processing account of incidental memory previously advanced by Ghatala (1981) and indicate that both knowledge-base development and processing activity determine children's incidental…

Memory of incidentally learned material was investigated across three developmental levels in immediate and delay conditions. Incidental learning increased with age with or without specific instructions, suggesting that previously reported divergent developmental trends may not be the result of the type of paradigm. (Author.PN)