Human interactions are multimodal in nature. From simple to complex forms of transferal of information, human beings draw on a multiplicity of communicative modes, such as intonation and gaze, to make sense of everyday experiences. Likewise, the learning process, either within traditional classrooms or Virtual Learning Environments, is shaped by…

This article presents definitions of some educational terms. (RC)

Notetakers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. (RC)

This study examined the effects of moods on problem solving. Subjects (N=64) were randomly assigned to either a happy, sad, angry, or neutral condition. Moods were induced and then subjects worked on a commons dilemma problem. Subjects were given 18 trials in which to figure out by trial and error how many tons of fish could be taken from a pool…

Why and how the first institution to employ learning contracts introduced the idea, from the perspective of three years' experience.

Article examined three end goals of education, provided a general discussion of the individualistic nature of goal-oriented behavior thereby looking at the materials and methods required for humanistically individualizing instruction. (Author/RK)

A brief discussion of how instruction can be designed to meet learner specifications. (HB)

THE CONCLUSIONS OF AN EARLIER STUDY LED TO THIS STUDY OF THE EFFECTS OF QUESTIONS INTERSPERSED IN THE READING MATERIAL, OF QUESTIONS PRESENTED AFTER THE MATERIAL, AND OF THE MODE OF QUESTIONING ON LEARNING FROM PROSE. ABOUT 120 PSYCHOLOGY STUDENTS READ TWENTY 10-SENTENCE PARAGRAPHS OF BIOGRAPHICAL NATURE WITH EITHER A QUESTION BEFORE EACH…

AN ATTEMPT WAS MADE TO DISCOVER PRINCIPLES LEADING TO A CHOICE OF ELEMENTS OR COMBINATION OF ELEMENTS IN GRAPHIC CONFIGURATIONS WHICH WOULD RESULT IN INCREASED EFFICIENCY IN LEARNING. EACH GRAPHIC CONFIGURATION WAS THOUGHT OF AS HAVING TWO ELEMENTS--A PRIMARY STIMULUS OBJECT AND A CONTEXT. TWO HYPOTHESES WERE TESTED THROUGH A LEARNING AND…

This paper lists the components of a curriculum theory, examines the constraints on theory building, and suggests several points at which the domain of curriculum research might be distinguished from learning and instruction. (Author/LLR)