The present study was designed to understand and optimize self-assessment accuracy in cognitive skill acquisition through example-based learning. We focused on the initial problem-solving phase, which follows after studying worked examples. At the end of this phase, it is important that learners are aware whether they have already understood the…

Learners in the process of developing complex skills need a rich mental model of what such skills entail. Textual analytics rubrics (TR) are a widely used instrument to support formative assessment of complex skills, supporting feedback, reflection, and thus mental model development of complex skills. However, the textual nature of a rubric limits…

Purpose: The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems. Design/methodology/approach: Relevant research in the literatures surrounding problem structure,…

Background: Most research on how children learn when using the Teaching Games for Understanding (TGfU) approach has focused on cognitive dimensions in teaching games models. A social constructivist perspective suggests, however, that learning also takes place during social interactions. Since the process of learning game skills tends to have a…

Research and education law support the use of routines-based interventions for young children with disabilities in the children's natural environments. However, systematic training and practice can provide individuals with the strategies and skills that can enhance these interventions. This article provides guidance for implementing intervention…

Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions…

The teacher's job is to help people to learn; memory is an integral part of the learning process. The author argues that the memory can be developed by specific methods and that teachers can help their students to learn more effectively by showing them some simple way to improve memory. (Author)

This paper describes a program for memory strengthening for older adults which combines lectures by experts with small group discussions. The importance of peer counselor involvement, particularly in focusing on the concerns of older people and the most effective ways to address these concerns is emphasized. Program objectives, session topics, and…