A compelling demonstration of implicit learning is the human ability to unconsciously detect and internalize statistical patterns of complex environmental input. This ability, called statistical learning, has been investigated in people with dyslexia using various tasks in different orthographies. However, conclusions regarding impaired or intact…

The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi's model of knowledge-creation, Engestrom's model of expansive learning, and Bereiter's model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for…

Most theories of instruction rely on a model of the learner's internal processing system. In this article, three general models of the internal processing system involved in learning to solve problems will be outlined, and will be related to both external instructional procedures and learning outcome variables. (Author/DEP)

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and…

The question of whether skills in achieving understanding and retention of information at high levels of abstraction can be taught is addressed by analyzing some of the mental processes involved, and briefly reviewing a number of attempts that have been made to induce these processes. (Author)

Variables affecting long-term retention are examined: (1) learner history--including ability, prior knowledge and self-confidence; (2) events (teaching techniques) occurring immediately before reading; (3) events occurring during reading; and (4) events in the retention interval, particularly practice effects. The ACT associationist model is used…

Beginning with an identification and brief description of the four major types of memory structures--networks of propositions, intellectual skills, images, and episodes--this extensive review of previous studies identifies many examples of improved retention and transfer resulting from combinations of structures, as opposed to single structures. A…

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for…

Research on levels of questioning and their effects on learning is reviewed. It is shown that higher level questions facilitate reproductive and productive knowledge, but the reasons why are not clearly understood. An information processing model which accounts for question level effects is discussed. (MH)

Literature since 1975 concerning the interaction of domain-specific and strategic knowledge on academic performance was reviewed. Focus was on critically analyzing the literature; presenting hypotheses about the interaction; and offering recommendations for future research leading, perhaps, to an information-processing model that captures the…

An analysis is presented of a conceptual change model for describing student learning by applying research on student learning to the process of conceptual change. Four general motivational constructs are suggested as potential mediators of the process. The role of classroom contextual factors is also discussed. (SLD)