Research on incidental sequence learning typically is concerned with the characteristics of implicit or nonconscious learning. In this article, the authors aim to elucidate the cognitive mechanisms that contribute to the generation of explicit, reportable sequence knowledge. According to the unexpected-event hypothesis (P. A. Frensch, H. Haider,…

A discussion of research on the use of the task analysis procedures by both content specialists and instructional psychologists in instructional design. (HB)

Twenty-seven kindergarten children were trained on two different double classification matrix tasks in an attempt to determine whether the tasks were hierarchically related. Prior behavior analyses of the tasks suggested that the two tasks shared many components, but that the more complex task had in addition components not included in the simpler…

This article examines alternating verbs (such as "quemar"(se) "to burn") in second language (L2) Spanish by considering the learnability problem from a sequence learning perspective (N. Ellis, 1996, 2002). In Spanish, verbs of the alternating class are obligatorily marked with the clitic "se" in their intransitive form. Errors of omission among…

The major results and conclusions of a program of research concerned primarily with the relationship of cognitive abilities to learning are summarized. The major purpose of this research was to develop theorems of instruction related to the interaction of task variables and individual difference variables and to develop them in a manner relevant…