Errors are inevitable in most learning contexts, but under the right conditions, they can be beneficial for learning. Prior research indicates that generating and learning from errors can promote retention of knowledge, higher-level learning, and self-regulation. The present review proposes an integrated theoretical model to explain two major…

Machine translation post-editing (MTPE) has become a common practice in translation industry, which calls much attention in academia. However, little research has been carried out to investigate students' cognitive and motivational individual differences in MTPE. The purpose of the present study was to examine the predictive effects of…

Interacting with native speakers in various types of virtual exchanges is becoming increasingly accessible for language learners and teachers around the world. The present study examined the experiences of beginning and intermediate level learners of Spanish in the United States as they interacted weekly with native Spanish speakers over the…

The motivation to learn a third language (L3) has received increasing attention in research, especially with regard to how it evolves dynamically during the learning process. Underpinned by the L2 Motivational Self System [Dörnyei, Z. 2005. "The Psychology of the Language Learner: Individual Differences in Second Language Acquisition."…

Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains children's creativity. This…

There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not…

Guidelines are offered for teachers facing a class of students with wide differences in ability. (JD)

Three variables: subject area, day of the week, and academic activity, were examined to determine whether pupil involvement in academic learning activities is an indicator of pupil learning. Differences were found in each variable, implying that more effective use of allocated instruction time will increase academic achievement. (JD)

A brief history of the philosophy and development of diagnostic-prescriptive teaching for the child with learning problems is presented. Individual differences in children are identified in the following six major areas: (1) pattern of growth, maturity level, health and energy, physical handicaps and limitations; (2) love relationships with family…

The history of motivational research in education is traced through the "Encyclopedia of Educational Research." Major trends are documented, including (1) the drive concept; (2) the motivation-learning distinction; (3) individual differences; and (4) the emergence of cognitive concerns and the self. Current and future trends are…

The question examined in this paper is: what is known exactly about variables that affect long-term retention of knowledge learned in school? U. Neisser (1982) asserts that "it is difficult to find even a single study, ancient or modern, of what is retained from academic instruction." Further, popular belief holds that much of the knowledge…

A pilot study was conducted to determine effective methods for testing students' learning processes. The theoretical framework within which learning processes were investigated is based on the B-P-E paradigm. This states that "Behavior (B) is a function of the Person (P) and the Environment (E)". After reviewing research done in related…

Describes a study conducted at the University of Sheffield (United Kingdom) that measured the learning behavior and performance of 65 postgraduate students using a hypermedia-based tutorial. Considers cognitive style, levels of prior experience, motivation, age, gender, and navigation patterns. (Author/LRW)

This handbook is designed to help educators improve the effectiveness of daily lessons. The need for flexibility and the ability to develop meaningful variety are emphasized. Suggestions and guidelines are provided for writing objectives, planning lessons, and selecting instructional methods. Three major categories of teaching/learning…

The authors discuss the cognitive, affective, and psychomotor domains of learning typewriting, student attitudes toward learning, their self-concept, and teacher attitudes toward student learning ability, with learning conditions and motivation techniques for effective typewriting instruction. (MF)