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Download full textHall, Donald M.; Geis, Mary Fulcher – 1976
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…
Descriptors: Association (Psychology), Cues, Elementary Education, Incidental Learning
Hillman, Stephen B. – 1979
The study examined the effects of questions on learning among 90 intermediate level educable mentally retarded children. Four types of learning were identified as relevant remembering, incidental remembering, relevant inferring, and incidental inferring. Results indicated that question position was an important variable in influencing the learning…
Descriptors: Elementary Education, Exceptional Child Research, Incidental Learning, Intermediate Grades
Nagy, William E.; And Others – 1985
A study was conducted to investigate incidental learning of word meanings from context during normal reading. Subjects were 129 third grade, 85 fifth grade, and 138 seventh grade students of differing comprehension ability who first completed a vocabulary checklist containing target words and distractors, then read either expository or narrative…
Descriptors: Context Clues, Elementary Education, Incidental Learning, Learning Processes
Peer reviewedStamp, Laurie Nicholson – Childhood Education, 1993
The pleasures and advantages of informal learning are highlighted in a story about childhood visits to a fabric shop. Contrasts the unhurried, flexible, self-directed nature of informal learning situations with the more structured and controlled environment of the classroom. Discusses skills and lessons learned in informal settings and suggests…
Descriptors: Early Childhood Education, Elementary Education, Experiential Learning, Incidental Learning
Elliott, Stephen N.; Carroll, James L. – 1979
Memory of incidentally learned material was investigated across three developmental levels in immediate and 24-hour delay conditions. First grade, sixth grade, and college students were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Higher Education
Harrell, Peggy L.; And Others – 1992
This study of two groups of four children (ages 6-9) with learning disabilities evaluated the effects of two contingencies (independent and interdependent) on the learning of students with learning and behavioral disabilities when conducted in small groups with constant time delay. Measures were collected on the rapidity with which children…
Descriptors: Educational Strategies, Elementary Education, Feedback, Group Dynamics
