Several studies have suggested that students working in groups with computer-assisted instruction (CAI) learn equally as well as students who work alone. Since one advantage of CAI is its ability to individualize and thereby improve instruction, some explanation is needed as to how equivalent learning can be effected in groups. A model of…

Examines query-oriented versus document-oriented information retrieval and feedback learning. Highlights include a reunification of the two approaches for probabilistic document retrieval and for vector space model (VSM) retrieval; learning in VSM and in probabilistic models; multi-dimensional scaling; and ongoing field studies. (LRW)

The theoretical functions of external feedback in SR and closed loop models of verbal learning are presented. Contradictory predictions from the models are tested with a three by three factorial experiment including three types of feedback and three amounts of rehearsal. There were 90 adult students run individually and they were required to learn…

Presents a model of the role of instructional feedback in learning a motor skill and identifies six levels of motor skill output, each of which has a characteristic type of feedback. The usefulness of several feedback techniques reported in the literature is discussed. (Author/LRW)

This paper explores the possibility of integrating cognitive theory into an established instructional development model, i.e., Gagne's nine events of instruction. Based on the third edition of Gagne's book, this paper describes the most up-to-date notions of how cognitive theory impacts on this development framework. Each of the nine events is…

Describes and compares three models used in planning interpretive environmental experiences: an intuitive program-planning model; an interactive communications model; and Cherem's model, in which the audience directly influences program goals and techniques. Cherem's model includes managerial realities, but doesn't recognize the social aspect of…

Effective listening is fundamental to learning, yet it is seldom taught in a systematic, comprehensive way. The Integrative Listening Model provides a unique and practical framework to address this teaching/learning process. It stresses contextual and personal filters, as well as self assessment and goal-setting, to promote ongoing listening…

A study was devised to determine the validity and effectiveness of applying automation comcpets to rhythm instruction in music. Students from two semesters of a music class for the classroom teacher were divided randomly into experimental and control groups with 21 in the former and 29 in the latter. The experimental group read music from a…

Reviews past research that examined which variables might affect learning from feedback and identifies areas that need further research. Topics discussed include feedback as reinforcement; modeling of the feedback cycle; response certitude; feedback elaboration; error analyses; and feedback and higher-level tasks. (65 references) (LRW)

"COM-MAND" represents the application of behavior modification concepts to the study, management, and control of behavior within a more traditional group therapy context. The emphasis of this system is on behavior, and is predicated on the learning/educational model. The therapist functions merely as an instructor, conducting a variety of…

A traditional instructional format that provided instructor-generated terminal knowledge of results was compared with one that also trained students to generate continual knowledge of results using two sections of an operative laboratory. (Author/MLW)

The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already…

Examined the word-letter phenomenon using computational studies that focus on the contextual guidance of learning and processing in multistream nets. (32 references) (CK)

A theory of how people detect and correct their own performance errors during skill practice is proposed. Blame assignment, error attribution, and knowledge revision are identified as three cognitive functions in explaining error correction. The theory is embodied in a computer model that learns cognitive skills in ecologically valid domains. (SLD)