Discusses examples of children's invented equal-sharing strategies that lay a foundation for reasoning about equivalence by connecting ideas from multiplication, division, and fractions. (KHR)

Summarizes prominent research-based perspectives on children's thinking about their own achievement. Identifies effective tactics for classroom intervention and teacher influence. (RJC)

Discusses psychotechnology as it relates to the learning process. Topics discussed include states of consciousness; brain wave entraining; sleep learning; cognitive restructuring; learner objectives; implications of psychotechnologies for instructional design and development; and possible future trends, including the need for subjective evaluation…

Discussion of instructional theory and the teaching-learning process focuses on implementation of the Structural Learning Theory. Topics discussed include learner models and approaches to intelligent tutoring; control mechanisms in information processing systems; human cognition; assessing individual knowledge; and designing intelligent tutors.…

Reviews research on how geographic maps influence the recall of associated text and describes a theoretical model of map-text learning based on dual-coding theory and working memory operations. Instructional implications are explained, and recommendations for instructional applications are given. (Contains 84 references.) (LRW)

Investigates the cognitive functions of college students' use of underlining as a learning strategy. Finds that underlining does not serve an encoding or review function and may be counterproductive for inferential recall. (PRA)

This study investigated the tendency of deaf children (ages 6-13) not to spontaneously use active memory strategies such as rehearsal. Comparison of 38 deaf and 39 hearing students found that deaf students compensated for less effective rehearsal strategies by capitalizing on unique spatial features of the task. (Author/DB)

Describes the use of student-generated questions to enhance learning in a freshman-level communication skills course. As class exercises, students were asked to develop questions about an assigned reading, to analyze the questions, and to map the questions to identify important textual elements and various levels of thinking about the text. (DMM)

Reviews theoretical and research literature on learner strategies and self-directed language learning, particularly concerning the role of metacognitive knowledge in learning. Argues that too little attention is given to the function of metacognition in language learning. Practical implications for second-language instruction are discussed.…

Extends the literature on learning processes by identifying the motives and learning strategies of Master's- and Doctoral-level students. Finds that some graduate students seem more like undergraduate students in terms of their motives and learning strategies. Students' academic competency cannot be assumed simply as a result of their progression…

Provides a rationale for the use of graphic organizers (GOs), traces their history and development, reviews 16 studies that have used GOs as text adjuncts, and discusses limitations that have made GO research nonsystematic. Suggests future research should examine and answer how GOs can be constructed for classroom use. (PA)

Discusses online help systems in application software design and describes two experiments in which adult computer novices learned to use experimental graphics software by task-based exploration. Topics include operative help; function-oriented help; effects on learning performance; schemata; mental models; and implications for the design of…

Discussion of the focus on technology in teacher preparation programs highlights the interactive effects of learning about computer technologies on learning to teach. Describes a study that examined how individual students' beliefs about teaching and learning influence, change, mediate, and transform their understandings of the role of computers…

This paper attempts to identify and address the assumptions that have been made about the engagement of learners in online learning environments. Research studies have shown that learner engagement is paramount to learning success (Herrington, Oliver, & Reeves, 2003). Defined here as the "the mobilization of cognitive, affective and motivational…

In resource-based learning scenarios, students are often overwhelmed by the complexity of task-relevant knowledge and information. Techniques for the external interactive representation of individual knowledge in graphical format may help them to cope with complex problem situations. Advanced computer-based concept-mapping tools have the potential…