Emergentist, usage-based L2 research has witnessed that emphasizing formulaic sequences as entry points in meaning-based instructional contexts contributes to the development of linguistic comprehension and production. Related studies have thus far striven to find the most effective methods of highlighting these word strings. This study explored…

The goal of this study was to examine incidental and intentional spatial sequence learning during middle childhood and adolescence. We tested four age groups (8-10 years, 11-13 years, 14-17 years, and young adults [18+ years]) on a serial reaction time task and used manual and oculomotor measures to examine incidental sequence learning.…

Instructing people to forget a list of items often leads to better recall of subsequently studied lists (known as the benefits of directed forgetting). The authors have proposed that changes in study strategy are a central cause of the benefits (L. Sahakyan & P. F. Delaney, 2003). The authors address 2 results from the literature that are…

Do children and adults who are novices in their use of microcomputers differ in their approaches when learning a computer language? Ten fourth- and fifth-grade students and 10 graduate students were observed learning the language BASIC on microcomputers. All sessions were tape recorded and verbalizations subsequently coded. Verbalizations, the…

The Toronto-born Computer-Supported Intentional Learning Environment System (CSILE) is an advanced computer-supported cooperative learning system being developed at the Ontario Institute for Studies in Education. This system has been refined by working closely with teachers and students engaged in an educational approach called…