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Direct linkOliver M. Sawi – ProQuest LLC, 2020
"Statistical Learning" (SL) involves the extraction of organizing principles from a set of inputs. Recent advances in SL suggest that SL is a componential construct. To better characterize the componential nature of SL, a strategy may be to turn to literature regarding memory and learning. The current study sought to extend the…
Descriptors: Statistics Education, Memory, Learning, Mathematics Instruction
Peer reviewedBereiter, Carl – Elementary School Journal, 1973
Four kinds of learning are the basis for most of the discussion in this paper: direct-application learning, basic skills, background knowledge, and personal learning. (Author/CB)
Descriptors: Basic Skills, Elementary School Students, Experiential Learning, Incidental Learning
Siegel, Alexanders W; Corsini, David A. – J Educ Psychol, 1969
Research supported in part by a Public Health Service Fellowship (MH-6668) and by Grant M-3519 from the National Institute of Mental Health, U.S. Public Health Service.
Descriptors: Attention, Cognitive Processes, Discrimination Learning, Educational Psychology
Frayer, Dorothy A.; Klausmeier, Herbert J. – 1971
A series of papers will be written to review in a comprehensive fashion the literature related to 3 categories of variables in concept learning: task variables, stimulus variables, and learner variables. This paper, the first of the series, focuses on task variables. Research dealing with instructions, temporal factors, and feedback is critically…
Descriptors: Concept Formation, Feedback, Incidental Learning, Intentional Learning
Download full textKaplan, R.; Rothkopf, E. Z. – 1972
This study examined the effects of four characteristics of instructional objectives presented to the student prior to reading, upon intentional and incidental learning. The most salient result was produced by providing instructional objectives to the student prior to the text. The main findings were that (a) density increases (Proportion of…
Descriptors: Educational Objectives, Factor Analysis, Incidental Learning, Instructional Design
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
Ackerman, Amy S. – 1977
Adjunct questions are test-like items interspersed at regular intervals, preceding or following prose passages, with the intention of increasing subsequent learning. In this state-of-the-art review, studies which include three major variables--age, ability, and question complexity level--are examined to determine whether a particular combination…
Descriptors: Ability, Advance Organizers, Age, Difficulty Level
