Intentional and incidental learning was investigated developmentally and comparatively using a paired associate learning task with 90 educable mentally handicapped or normal, elementary or secondary school Ss. (DB)

Results illustrate that instructions to use imagery facilitate the intentional and the incidental learning of both normal and educable retarded children. (Authors)

A cause-and-effect relationship exists between the event called teaching and the event called learning. Teachers should create antecedent conditions for learning by motivating students and by using strategies such as explaining, comparing, and reinforcing. (PP)

Undergraduates were induced to expect a recall or recognition test and then to remember a critical list consisting of both high-frequency and low-frequency words. Groups received either an expected or unexpected recall or recognition test. People expecting recall did better, especially with high-frequency words. (Author/RD)

A study conducted to determine whether second-year typewriting students could learn intentionally and incidentally the meanings of technical business terms through the typing of specially written paragraphs in which the terms were defined within the context demonstrated the effectiveness of this procedure. (TA)

Several instructional features facilitate the development of metacognitive and self-directed learning skills, and disposition to lifelong learning: student autonomy, responsibility, and intentionality; intrinsically motivating activities; enculturation; discourse and collaboration among learners; and reflection. Describes and presents examples of…

This study directly tests the effects of different museum-visit agendas on visitor learning. Two tools were used, a tool for measuring visitor motivations and Personal Meaning Mapping (PMM), a constructivist approach that measures visitor learning. Individuals who strongly desired both an educational and an entertaining experience learned more…

This paper centers on doctoral-level education candidates in the United States and Australia and their realms of engagement with information. On the basis of in-depth interviews with American and Australian doctoral students and academic librarians, we pose a critical reflection upon the two doctoral pedagogies as they relate to experiences of…

A theory of interest is presented, with comments on the assessment of interest in a student. The concept of interest as an affective state, elicited by certain characteristics of the material, is not sufficient, since situational factors do not seem solely responsible for making information more interesting. The educational interest theory here…

The high school principal's impact on classroom learning activities is examined in this research report. The study, conducted in four Houston high schools, applied the model described in "CCBC Notebook," February 1980. This report offers a portion of the overall research, providing a summary of the patterns identified. The first segment…

A number of examples are presented to illustrate a common flaw in the published research on learning, memory, and instruction. Experimental subjects--often college students--have certain expectations about the problems they will be asked to solve and about the questions that will appear on reading comprehension or recall tests; these expectations…

Six-and eight-year olds were exposed to a modeling sequence for cluster rule learning under high, medium, and low degrees of structure. Age differences in vicarious learning emerged only in the medium structure condition, while immediately imitating a model failed to influence learning for either age group. (Author/CP)

Considers the implications of research on intentional learning processes for the role of the second language teacher. It is recommended that teachers take on the task of helping their students refine their competence as learners. Techniques for classroom practice are suggested. (MSE)

This paper provides guidelines for creating REALs (Rich Environments for Active Learning) on the World Wide Web and demonstrates how those guidelines have been applied in a variety of Web-based learning environment contexts. The paper is organized according to the following attributes of student-centered REALs: (1) promote intentional learning by…

Intentional learning was found to be more efficient with reward than punishment. Incidental learning results showed no reward- punishment differences. (DG)