Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 3 |
Descriptor
Pretests Posttests | 3 |
Sequential Learning | 3 |
Task Analysis | 3 |
Instructional Effectiveness | 2 |
Teaching Methods | 2 |
Assignments | 1 |
Children | 1 |
Cognitive Development | 1 |
Color | 1 |
Computer Assisted Testing | 1 |
Computer Simulation | 1 |
More ▼ |
Author
Doumas, Leonidas A. A. | 1 |
Granena, Gisela | 1 |
Hua, Youjia | 1 |
Lee, David L. | 1 |
McAfee, James K. | 1 |
Sandhofer, Catherine M. | 1 |
Stansbery, Sam | 1 |
Yilmaz, Yucel | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Early Childhood Education | 1 |
Grade 4 | 1 |
Audience
Location
California | 1 |
Indiana | 1 |
Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Granena, Gisela; Yilmaz, Yucel – Language Learning, 2019
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was…
Descriptors: Error Correction, Feedback (Response), Instructional Effectiveness, Intervention
Hua, Youjia; Lee, David L.; Stansbery, Sam; McAfee, James K. – Learning Disabilities: A Multidisciplinary Journal, 2014
Task interspersal is an academic material modification procedure implemented by adding a sequence of brief tasks prior to more difficult academic tasks. The purpose of this study was to investigate the effects of the interspersal procedure under both time-based (i.e., time allotted to complete task held constant) and task-based (i.e., number of…
Descriptors: Learning Disabilities, Timed Tests, Time on Task, Task Analysis
Sandhofer, Catherine M.; Doumas, Leonidas A. A. – Journal of Cognition and Development, 2008
Two studies, an experimental category learning task and a computational simulation, examined how sequencing training instances to maximize comparison and memory affects category learning. In Study 1, 2-year-old children learned color categories with three training conditions that varied in how categories were distributed throughout training and…
Descriptors: Children, Memory, Task Analysis, Computer Simulation