The word length effect, the finding that lists of short words are better recalled than lists of long words, has been termed one of the benchmark findings that any theory of immediate memory must account for. Indeed, the effect led directly to the development of working memory and the phonological loop, and it is viewed as the best remaining…

An attempt to integrate some promising theoretical approaches to cognitive learning and develop an integrated model which could be tried out in an action learning situation-the classroom. (Author)

This article discusses past research on the hemispheric process of the brain, proposes an educational perspective based on this research, and lists several areas for interdisciplinary study of the relationship between education and the psychobiological dimensions of learning and learning problems. In developing an educational perspective of the…

Learning styles are increasingly being incorporated into technology-enhanced learning. Appropriately, a great deal of recent research work is occurring in this area. As more information and details about learning styles becomes available, learning styles can be better accommodated and integrated into all aspects of educational technology. The aim…

Vygotskian theory suggests that maturation and learning are not mutually exclusive; rather together they constitute development and are thus dependent on each other and interactive. The concept of the zone of proximal development involves determining two developmental levels of mental functions for each learner--the actual and the potential…

The foundations of knowledge by tradition have been treated analytically, and knowledge has been characterized as a theoretical subject. This article introduces a steering mechanism as the prerequisite for a study of knowledge work and maintenance on empirical grounds. Knowledge is treated synthetically, that is, as something that exists only…

Reported is a research project which investigated whether junior high students in the Ithaca, New York, area can acquire and use the "concept mapping" and "Gowin's 'V' mapping" strategies to facilitate meaningful learning. Concept mapping involves the identification, hierarchical organization, and graphic depiction of…

The introductory portion of this document reviews the definitions of cognitive style and presents the models of cognitive style developed by James McKenney, Samuel Messick, and Joseph Hill. It also discusses the application of these models to education. The annotated bibliography is designed as a review of selected materials that provide an…

The Luria-Das Information Processing Model of human learning holds that information is analysed and coded within the brain in either a simultaneous or a successive fashion. Simultaneous integration refers to the synthesis of separate elements into groups, often with spatial characteristics; successive integration means that information is…

The occurrence of the two allomorphs of the indefinite article in standard English ("a" before nouns or noun clauses beginning with consonant sounds and "an" before those beginning with vowel sounds) is a concept similar to those studied in the general concept formation paradigm. The acquisition of this grammatical concept was examined using 80…

Research summarized here demonstrates how similarity thinking can be used in training programs to help ethnic minority children acquire basic skills. Current achievements are often attenuated by poor language skills, especially when English is not the first language of the child. Similarity thinking assesses the child's ability to learn without…

Piaget's model of children's conceptual learning and development was compared with Klausmeier's Conceptual Learning and Development (CLD) model in a longitudinal study. The CLD model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known…

The Conceptual Learning and Development (CLD) Model specifies four levels of concept attainment (concrete, identity, classificatory, and formal) and three uses of concepts (problem solving, subordinate-supraordinate, and principles). Longitudinal and cross-sectional studies of concept attainment may be conducted. The results of this study of 300…