Although identifying the referents of single words is often cited as a key challenge for getting word learning off the ground, it overlooks the fact that young learners consistently encounter words in the context of other words. How does this company help or hinder word learning? Prior investigations into early word learning from children's…

Despite the naïve intuition that individuals' confidence in their future memory performance should increase with longer self-paced study time, it is commonly observed that the relation between invested study time and memory predictions (i.e., judgments of learning (JOLs)) is negative. This negative relation has been suggested to reflect use of the…

People often rely on the covariation between events to infer causality. However, covariation between cues and outcomes may change over time. In the associative learning literature, extinction provides a model to study updating of causal beliefs when a previously established relationship no longer holds. Prediction error theories can explain both…

The paradoxical effects of contextual interference (CI) assume that high CI practices hinder performances during the acquisition phase of learning, while providing more permanent enhancement during the retention phase. This meta-analysis evaluates the possible generalizability of the CI phenomenon in physical education (PE) and sports contexts,…

This chapter suggests that individual and cultural/contextual contributions to learning and development can be understood as mutually constituting aspects of a holistic fractal process flowing across generations. To examine specific aspects of the dynamic mutually constituting process, the chapter suggests foregrounding or focusing on one aspect…

Comparative education research is complicated by the difficulty of identifying comparable units across contexts. This paper considers the advantages and limitations of a functional equivalence approach to comparative education. The functional equivalence approach allows us to meaningfully compare the operations that serve each function in the full…

"Context matters" has been an adage and a mantra in the field of comparative and international education since its earliest days. However, knowing which things matter, how and to whom, and also how they affect each other places challenging demands on comparative researchers. In this article, we outline different ways that comparativists…

The need of being able to foster transformative learning (TL) has increased due to the demands for continuous development in today's work life. Previous research has proposed six core elements to foster TL; however, in these a process perspective is missing. By using an adaptive approach and inspired by action research, drawing on teachers'…

The purpose of this study was to examine the impact of a context-based learning (CBL) management plan on the scientific reasoning abilities of Grade 6 students in Thailand. The participants consisted of 13 students from a public school in the northeastern region. The research instruments included a two-tier multiple-choice test to assess…

While "transfer" remains the dominant yet controversial metaphor for describing how learning from one context affects learning in another, writing scholars propose numerous alternatives better aligned with current models of learning in "consequential transitions," "boundary crossing," and "threshold…

How does critical reflection happen? And what circumstances influence the forms critical reflection takes and the issues it comes to address? Recent contributions suggest that we should pay greater attention to the ways social conditions and other factors affect what people reflect upon and how. Examining John Dewey's perspective on the…

Reinstating the olfactory learning context can increase access to memory information, but it is not fully clear which memory functions are subject to an enhancing odor context reinstatement effect. Here, we tested whether congruent odor context during encoding and recall positively affected declarative and nondeclarative memory scores using a…

Recommendations for achieving generalized instructional outcomes often overlook the capacity for generative learning. We sought to demonstrate how decontextualized and logically organized instruction would lead to derived and contextually appropriate recombinative generalization and arbitrarily applicable relational responding (AARRing) in…

From a complex dynamic systems (CDST) perspective, language is understood as a dynamic system comprised of subsystems that change and develop over time in response to learner-internal and -external factors (Verspoor et al., 2008). Accordingly, language development is seen as a process responsive to the dynamic interaction between the learner and…

This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups' collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups' learning…