This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while…

Analyzed the effects of different types of maps and considerate (following the scanning pattern of the map) and inconsiderate (not following the map's scanning pattern) text on retention of information. Results from 2 experiments involving 337 college students show that the type of map and text may affect recall of information, but do not support…

This paper attempted to offer a theoretical framework on the action of Orienters on initiating attentional processes. (Author/RK)

The effects of text structure were studied using two kinds of reading materials: a standard text with headings and illustrations, as well as a nonstructured manuscript. The manuscript readers scored higher on delayed tests, generated more relevant ideas, and wrote better essays both immediately and after a delay. (Author/GDC)

Thirty-two students took a retention test eight months after completing an educational psychology course. Their ability to recognize definitions of concepts was compared to their ability to recognize new instances of the same concepts. No differences were found. (Author/GK)

Article investigated the importance of controlling feedback intervals in applied instructional settings. (Editor/RK)

The purpose of the present experiment was to further investigate the potential of the PA contingency as an academic motivational factor. (Author)

The role common region (CR) plays in acquiring scientific information from node-link displays was studied by testing 88 subjects under conditions of knowledge maps demonstrating or not demonstrating CR. Field-dependent subjects scored better than the field-independent subjects for maps demonstrating CR, whereas the opposite was true for maps not…

A study of feedback delay, expectation, and development was conducted in grades four, six, and eight, to assess whether feedback on a school related learning task serves an informational or reinforcing function. Results indicate that feedback serves an informational function and delayed feedback facilitates retention, contrary to reinforcement…

This study attempted to determine if the differentiated achievement results for high questioning and low questioning instructional that emerged in a previous study would be replicated if student involvement were extended, as manifested in an increase in the number of student responses solicited. (Author/RK)

This study demonstrated a reliable method of determining the attributes of prose materials on an imagery-concreteness scale, and evaluated the effects of an advance organizer and a learning passage on learning and retention when the attributes of these passages are defined on a concrete-imagery continuum. (Author/PN)

Differences in student learning achievement and retention in a college statistics course taught in various teaching/learning environments are described. Students experiencing computer-aided instruction accompanied by planned teacher/student contacts performed significantly better than students experiencing any of several other environments.…

Retention of prose is examined as it is affected by (1) outlines as advanced organizers; (2) preexperimental familiarity with the material; and (3) text genre. Findings are discussed in the context of current theories in cognitive psychology, particularly those of structure, organization, and representation of knowledge and prose. (Author/GK)

Impact of situated cognition on map skill retention and cognitive style effects on learning were studied with 45 fourth graders. Immediate postperformance assessment did not differ for experimental and conventional instruction groups, and conventional instruction groups performed better after delay. Cognitive style affected learning only in the…

Third-grade students were exposed to a literature passage, The Red Carpet, via one of three modes of presentation. The teacher read aloud from a book, showed a filmstrip, or showed a film. A listening retention test was administered, and results showed that the differences were statistically insignificant. (Author/GDC)