This investigation tests Wittrock's generative learning model as an explanation for the positive relationship found between quizzing and student performance in a number of studies. Results support the theory, suggesting that quizzes structured to include multiple levels of Bloom, Engelhart, Furst, Hill and Krathwohl's (1956) taxonomy, and thereby…

This document presents hypotheses about how much understanding a user needs to perform skillfully using a computer or a computer program. A framework for characterizing user understanding is presented which includes three criteria for evaluating the representation generated during problem solving: (1) internal coherence--whether the components of…

Assesses the hazards of models of cognitive development and the positivist views of language that support them. Considers how alternative views of language and learning can help develop a method of teaching that views reading and writing as interpretation and the making of meaning. (RBW)

This paper outlines the components of initial cognitive skill acquisition and analyses features of elaborations in the instructional materials that can facilitate each component. Three basic components of skill learning are identified: (1) learning novel concepts and the functionality of novel concepts and procedures; (2) learning how to execute…

New conceptions of learning, analogy, and capacity have fundamentally changed scientists' view of cognitive development. New conceptions of learning help to explain how representations of the world are acquired. New models of analogical reasoning have suggested that logical inferences are often made by mapping a problem into a mental model, or…

Ways in which semantic mapping can be used for general vocabulary development, as a prewriting and prereading activity, as a postreading activity, and as a study skill strategy are presented in this teaching guide. The first two sections provide an introduction to semantic mapping, and outline the three most common uses of semantic mapping as an…