The fan effect (the difficulty in retrieving any one fact after learning many about a concept) occurs only when the facts with repeated concepts are stored as independent episodes. It tells us nothing about the code formed by a pattern of interconnected concepts. (Author/CP)

Orthographic context and visual letter information were independently varied in a letter recognition task. The results contradicted the qualitative predictions of nonindependence theories of reading and are accurately described by a quantification of independence theory. (Author/CP)

Discusses recent developments in instructional psychology relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision making, which use constructs developed within the field of cognitive/information processing psychology. (Author/WBC)

A list of five broad skill areas common to science and mathematics is presented and discussed. Also considered are the learning and teaching of basic skills. (MK)

Argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. Includes a brief survey of realism and anti-realism in science. Contains 42 references. (DDR)

Discusses and criticizes a number of constructivist positions in education that are based on distinctions between the metaphors of "finding" versus "making" for the obtaining of new knowledge. Discusses what is of value in constructivism and what is ill-founded baggage. Contains 25 references. (DDR)

Considers the contribution psychology has made to understanding the way children learn science. Reviews the work of Piaget and the subsequent application of his theories to understanding science teaching and learning. Contains 150 references. (DDR)

Argues that there are many kinds of understanding and many ways to reach these different understandings. Suggests that this is the reason why articulating general rules that can consistently lead to understanding is difficult. Discusses the relationship between brain structure and learning. (DDR)

Examines the qualities of hypermedia information systems that enable them to facilitate learning and knowledge construction. Discusses the background of current learning theories, and describes a possible hypermedia system based on constructivist learning principles that could be developed through the use of intelligent autonomous agents.…

The constructivist educational theory of instructional scaffolding, where a teacher provides support to students on an as-needed basis and decreases support as the student's competence grows, is evaluated. Scaffolding is seen as being only one part of effective instruction for students with learning or other disabilities. Limitations to the…

Discusses electronic journals available on the World Wide Web, particularly in the field of education. Highlights include hypermedia journals; journals, the Internet, and education and learning theory; journal formats; the role of the librarian; and concerns, including archiving, copyright, updating, and subscriptions. (LRW)

Discussion of barriers to effective learning when librarians teach students with limited English proficiency focuses on second language acquisition theories and teaching practices derived from them which can significantly impact outcomes of information literacy instruction. Includes a checklist for course preparation and instruction. (Author/LRW)

Theory and research provide insight into the characteristics, needs, and teaching preferences of adult learners in the college classroom. This chapter provides an overview of the literature on adult learning and education theory, along with recommendations for practice. (Contains 46 references.) (Author)

Describes a study that examined the experiences of 175 teachers as they learned technology for educational purposes within the framework of transformational learning. Highlights include technology integration; educational technology professional development; adult education; teacher self-confidence; and classroom practice. (LRW)