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Ernst, Leonard – Nat Sch, 1970
Experiments in "memory transfer may eventually lead to laboratory synthesis of brain materials. (MK)
Descriptors: Biochemistry, Biological Influences, Chemistry, Educational Research
Grabowski, Stanley M. – Continuing Education for Adults, 1972
Summarizes several studies over the past 7 years of the deliberate learning efforts made by men and women. Reports on what and why adults learn, how they learn, what help they obtain, and how much time they spend learning. (Author/LF)
Descriptors: Adult Education, Adult Learning, Adults, Learning
Curl, Mary Alice – Grade Teacher, 1972
The article is an anecdote showing how motivation can do marvelous things. (MF)
Descriptors: Academic Achievement, Behavior, Learning Motivation, Positive Reinforcement
Sterritt, Graham M. – Instructor, 1971
Descriptors: Computer Assisted Instruction, Elementary School Students, Individualized Instruction, Learning Motivation
Boshier, Roger – Adult Education, 1971
Descriptors: Adult Education, Adult Programs, Learning Motivation, Participation
Cole, Carol; Berko, Roy – Speech Teacher, 1970
Descriptors: Learning Activities, Learning Motivation, Relevance (Education), Speech Communication
Young, Robert K.; Parker, George V. C. – J Exp Psychol, 1970
Descriptors: Learning Motivation, Learning Theories, Paired Associate Learning, Serial Learning
Grade Teacher, 1969
The only real constant in the Montessori method is the materials which are crafted in Europe and involve the tactile sense. Part of a longer special report available from: Grade Teacher Reprints, 23 Leroy Ave., Darien, Conn. 06820. (No. 91291, 75J). (Author/AP)
Descriptors: Experiential Learning, Instructional Materials, Learning Motivation, Primary Education
Knox, Alan B. – VocEd, 1981
Examines differences in teaching adults as compared to younger learners. Discusses variations in background and expectations, reasons for taking courses, applying what is learned, fears of not fitting into school settings, and fears of not achieving. (CT)
Descriptors: Adult Educators, Adult Learning, Adult Programs, Adult Students
Peer reviewedClabby, John F., Jr. – Psychology: A Quarterly Journal of Human Behavior, 1979
The humor element as a reinforcing tool was examined. Experimental group subjects selecting nouns were shown humorous cartoons. Non-noun selection was followed by a humorless cartoon. Results indicated that humor significantly facilitated intentional learning for the low-creative experimental group. (Author/BEF)
Descriptors: Adults, Associative Learning, Creativity, Humor
Peer reviewedTeale, William H. – Australian Journal of Early Childhood, 1979
Outlines environmental factors associated with early reading, and describes an environmental framework which is conducive to learning to read. (CM)
Descriptors: Children, Early Childhood Education, Early Reading, Educational Environment
Smith, Page – Learning, 1977
An imaginative teacher should encourage students to view history as a process in which they act a part, rather than concentrate on teaching them dead facts. (MB)
Descriptors: Elementary Education, Experiential Learning, History Instruction, Instructional Improvement
Peer reviewedReeder, Noel – New Zealand Journal of Adult Learning, 1997
Interviews with Maori people aged 18-25 revealed schooling experiences characterized by low teacher expectations and indifference, varied reasons for participation in adult education, and preferences for particular learning environments. (SK)
Descriptors: Adult Education, Educational Environment, Foreign Countries, Learning Motivation
Peer reviewedLaszlo, Halldora; Strettle, Robert J. – Nurse Education Today, 1996
Responses from 83 of 120 British midwives showed that motivation for continuing education was strongest in regard to professional competence and innate desire for knowledge, less in regard to legal requirements for practice. Strongest motivators were internal and learning related. Social integration was the least important aspect of continuing…
Descriptors: Competence, Continuing Education, Foreign Countries, Individual Development
Peer reviewedd'Ailly, Hsiao – Journal of Educational Psychology, 2003
Tests a model of motivation and achievement with data from 50 teachers and 806 Grade 4-6 students in Taiwan. Autonomy as a construct was shown to have ecological validity in Chinese children. The proposed model fit the data well, showing that maternal involvement and autonomy support, as well as teachers' autonomy support, are important for…
Descriptors: Academic Achievement, Children, Elementary Education, Foreign Countries
