This study examined the impact of learner proficiency on the occurrence and resolution of language-related episodes (LREs) in rehearsal of interactive speaking tasks and on the subsequent use of language items from LREs during performance of the same tasks in front of the class. Forty-eight learners from six intact English as a foreign language…

Background: Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. Aims: This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of…

In some situations, memorisation is useful, even necessary. It can give students enough concrete facts on which to reflect; it can limit anxiety by reducing mathematics to a set of simple facts, rules and procedures; and it can help to develop fluency with numbers early in a child's development, before the child is asked to tackle more complex…

How can science teachers support students in developing an appropriate declarative knowledge base for solving problems? This article focuses on the question whether the development of students' memory of scientific propositions is better served by writing propositions down on paper or by making drawings of propositions either by silent or…

This case study provides an explanatory account on the underachievement of three gifted students studying physics in a Taiwanese university. The students' physics underachievement was diagnosed by Sato's student-problem analysis chart. These students were invited to complete a questionnaire and a follow-up interview in order to (1) understand the…

Many students who enter colleges and universities seem to be focused on memorizing and regurgitating information rather than on developing critical thinking and problem solving skills. Mentoring is crucial to help these students transition from the current approach to one that will be successful in college. Successful mentoring requires a…

This study identified 10 savants with developmental disabilities and an exceptional ability to calculate calendar dates. These "calendar calculators" were asked to demonstrate their abilities, and their strategies were analyzed. The study found that the ability to calculate dates into the past or future varied widely among these…

This article discusses the use of mnemonic techniques in helping students acquire new information and apply that information in problem-solving situations. It outlines common academic learning problems and the dynamics of mnemonic strategies and applies the strategies to remembering definitions, factual information, processes, functions, and…

Explanations for memory development have tended to focus on acquistion of general strategies and metaknowledge. Recently, emphasis has been given to the knowledge base as a whole, including general world-knowledge and domain-specific knowledge and procedures. Evidence is presented from the memory development literature showing why strategies and…

Outlines leadership capabilities that effective principals can exert to improve the teaching of higher level thinking skills to students. An important initial step is to make the development of student thinking skills a building priority at the school. (MD)

This monograph reviews the research findings related to study skills and provides a limited number of examples. The monograph emphasizes the relationship of information processing theory to effective teaching and learning, and details the growth of interest in metacognition. It reviews existing programs that teach study skills and discusses the…

Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

A study (n=121 students) evaluated the effect of a radically redesigned Harvard University (Massachusetts) medical school preclinical curriculum. Results indicated that students in the new curriculum learned differently; acquired distinctive knowledge, skills, and attitudes; and underwent a more satisfying and challenging preclinical experience…