The introduction reviews and compares the audiolingual and cognitive code-learning methods. An experiment was conducted using audiolingual methods to show that learning behavior diverges considerably from the expectations set up by that method. Several charts and diagrams present the analyzed results. (Text is in German.) See FL 507 969 for…

The cognitive-code theory of learning has influenced the field of language teaching. Increased use of communicative practice and contextualization, simulation, concept-based teaching methods and increased integration of language skills are the result of this influence observed in the classroom. (CLK)

Good and poor readers from grades 2 to 5 were compared on conceputal style preference, cognitive tempos and attentional styles. Attentional style measures distinguished poor and good readers better than the other cognitive style measures. (Author/BJG)

This paper reviewed research that sheds light on the relation between motor and ideational learning and suggested a cognitively oriented role for physical education in the early years. (Author/RK)

This study of negotiation processes between users and librarians in typical reference situations describes association patterns and search procedures in the information transfer process in terms of theoretical approaches, design, analysis, and findings. The thinking-aloud technique of cognitive psychology was adopted to the project, which involved…

This report presents a theory of eye movement that accounts for main features of the stochastic behavior of eye-fixation durations and direction of movement of saccades in the process of solving arithmetic exercises of addition and subtraction. The best-fitting distribution of fixation durations with a relatively simple theoretical justification…

This document focuses on a series of studies that viewed aspects of conditional reasoning. The investigations were concerned with the processes children use to acquire patterns of deductive inference and logical relationships pertaining to propositional reasoning. The first experiment, involving 96 children each in grades 2 and 5, investigated the…

The papers contained in this document were originally presented at the May 1978 conference on Modeling Mathematical Cognitive Development sponsored by the Models of Learning Mathematics Working Group of the Georgia Center for the Study of Learning and Teaching Mathematics. Most have been revised to reflect comments and suggestions made at the…

A study examined whether (1) the performance of students on text explicit (TE), text implicit (TI), and script implicit (SI) questions inserted in a text would vary as a function of the type of question received; (2) students responding in writing to the inserted questions would perform at a higher level on a subsequent criterion test than those…

A cognitive approach to the interrelation of writing and reading assumes that production and comprehension of written text depend upon cognitive and affective schemata used in concert by a writer or reader to produce or encode, store, and retrieve text information. Both comprehending and composing are basic, complex, interactive processes with…

Suggesting that headings provide useful cues for input/output processing, this investigation examined the utility of intact (topic outline format) and embedded (appropriately positioned within text) headings as processing aids with non-narrative text material under conditions of immediate and delayed recall. Passages were selected from biology…

Two experiments were conducted to assess the effects of knowledge schema training and text organization on the comprehension and recall of scientific prose. The first experiment tested whether or not knowledge schema training improves processing and recall of a passage on plate tectonics (32 college subjects served as subjects). The second…