This article proposes an integrated cognitive theory of reading and listening that draws on a maximalist account of comprehension and emphasizes the role of bottom-up and top-down processing. The theoretical framework draws on the findings of previous research and integrates them into a coherent and plausible narrative to explain and predict the…

This collection of 58 articles from the recently-published third edition of the International Encyclopedia of Education focuses on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization,…

A learning theory is described that addresses the learning of lexical entries for certain predicational terms. The functioning of the theory is exemplified through a discussion of the learning schema, with particular attention to varying lexicalization patterns. (Contains 56 references.) (Author/LB)

Provides overview of issues associated with second-language learning strategies, examines research findings outside of the field of language instruction, and explores implications of current research both in terms of instruction and future research needs. (55 references) (LET)

Synthesizes research on nine individual-difference factors that influence success in learning a second language and offers instructional implications for each. The nine factors include aptitude, motivation, anxiety, self-esteem, tolerance of ambiguity, risk taking, language learning styles, age, and gender. (72 references) (LET)

Explores the requirements for a general theory of second language learning that accounts both for the fact that people can learn more than one language and for the generalizable individual differences that occur in such learning, and considers the formalization and testing of such a theoretical model. (Author/CB)

The instructional effectiveness and efficiency of organizational chunking and batched postquestions within the framework of an information processing approach to learning and memory were investigated. Results indicated that the chunked treatment was a more efficient learning strategy. The intervening postquestion strategy helped reduce completion…

Most advanced second language (L2) learners find continued vocabulary growth to be one of the most difficult areas in second language learning, and vocabulary acquisition has not received little attention by researchers. As a result, no unified theory of L2 vocabulary acquisition exists, although the literature contains ample advice on how to…

Investigates whether students could more easily remember synthetic words by rehearsing with definitions, examples, or sentence composing. Concludes that students who used sentence composing performed better on a posttest than those who had rehearsed using examples and definitions. (SRT)

An examination of second language learning focuses on how universal cognitive processes in language learning and individual differences account for differences in language learning patterns. An introductory section gives background information suggesting that psycholinguistic factors in language learning should receive more attention for two…

The four 1996 issues of the journal, written entirely in Spanish and intended for reading teachers, include articles on these topics: design of the school and classroom environment for reading; a university experiment in cooperative learning and learning strategies; use of portfolios for evaluation of student work; evaluation of reading…

Based on a longitudinal study of language development, this book charts the language development of 32 British children from shortly after their first birthdays to the end of their elementary education, and explores a number of questions related to this development. Chapter 1 describes the children and their families, chapter 2 discusses the…