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Thematic Maps Improve Memory for Facts and Inferences: A Test of the Stimulus Order Hypothesis.
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Rittschof, Kent A.; And Others – Contemporary Educational Psychology, 1994
One-hundred two undergraduates studied a thematic map and read related text, with the order of presentation varied and half receiving a verbal prime related to the theme. Map-first students recalled more and made more correct inferences. Verbal priming did not affect theme-related recall or inference. (SLD)
Descriptors: Attention, Encoding (Psychology), Higher Education, Hypothesis Testing
The Role of the Self-System in the Self-Regulated Learning.
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McCombs, Barbara L. – Contemporary Educational Psychology, 1986
Theoretical and empirical support for a preliminary causal model of the role of the self-system in self-regulated learning is presented. The model hypothesizes that the reciprocal relationship between the processes involved, such as self-evaluation and control, can bring change that influences motivation, self regulatory processes, and task…
Descriptors: Cognitive Processes, Egocentrism, Learning Processes, Learning Theories
The Self-Instructive Process in Classroom Learning Contexts.
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Wang, Margaret C.; Peverly, Stephen T. – Contemporary Educational Psychology, 1986
This paper presents a model for the study of self-instructive learning. The model is based on the assumption that individual differences in self-instructive abilities affect student learning. Application of the model in a classroom situation is discussed. (JAZ)
Descriptors: Classroom Environment, Cognitive Processes, Individual Differences, Learning Processes
The Role of Paraphrased Adjunct Questions in Facilitating Learning from Prose.
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Andre, Thomas – Contemporary Educational Psychology, 1981
College students read prose passages and answered either verbatim or paraphrased inserted questions while reading under review or no review conditions. On a posttest students who received paraphrased questions outperformed students who received verbatim questions. This result supported the contention that paraphrased adjunct questions could…
Descriptors: Cognitive Processes, Higher Education, Learning Processes, Memory
Testing a Model of School Learning: Direct and Indirect Effects on Academic Achievement.
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Cool, Valerie A.; Keith, Timothy Z. – Contemporary Educational Psychology, 1991
The extent of the direct and indirect influence of quality of instruction, motivation, quantity of academic coursework, and homework on academic achievement was investigated using path analysis. Data from the High School and Beyond Study of 28,051 high school seniors were used. (SLD)
Descriptors: Academic Achievement, Comparative Analysis, Courses, Educational Quality